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THE 

LINCOLN READERS 


A MANUAL 
FOR TEACHERS 


BY 

ISOBEL DAVIDSON 

• I 

SUPERVISOR OF CITY GRADES 
DEPARTMENT OF PUBLIC INSTRUCTION 
STATE OF WISCONSIN 


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NEW YORK 


LAUREL BOO! 

CHICAGO 




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ILADELPHIA 


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Copyright 1923 by 
LAUREL BOOK COMPANY 
All rights reserved 


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NOV 26 '23 


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PREFACE 

To the Teacher 

This manual is for you. Its object is to help you in the 
teaching of silent reading. If you have read the Introduction 
to the Lincoln Readers, you are already familiar with the 
underlying purpose of the series, which is to develop the 
ability to read—to develop effective habits of study. 

In order to do effective teaching of reading, one should 
keep in mind the Objectives of Reading and consider the 
means for attaining them. You should, therefore, read the 
Introduction again and again to grow into a clearer concep¬ 
tion of the meaning of Objectives of Reading. 

The material in the Lincoln Readers has been selected on 
the basis of these objectives and subjected to class room test, 
as well, while the Study Helps are planned to meet the needs 
of both your pupils and yourself. The aim has been to give 
material which stimulates wide reading interests and, at the 
same time, to give concrete, timely suggestions which will 
direct and guide practice in the use of the various reading 
abilities which commonly function in everyday life. 

Recent investigations in the field of reading have been 
most significant, and while you may be unable to read all the 
reports, investigations, courses of study, and books by ex¬ 
perts, you will have a better conception of reading, and 
particularly silent reading, if you will read one of the more 
recent books upon the subject. Among others, Germane and 
Germane, Silent Reading, and Stone, Silent and Oral Read¬ 
ing, are recommended. These books by experts and the 


Lincoln Beaders themselves might be sufficient guides; but, 
remembering the handicaps under which some of you work, 
the lack of experience of others, and other factors which 
determine success or failure, this Manual is to serve in pre¬ 
senting to you the basic principles underlying the teaching 
of reading and, through suggestive lesson plans, devices, etc., 
to help you to apply these principles successfully. 


CONTENTS 


i 


I. THE TEACHING OF READING 

Children’s Natural Reading Interests Based on Experience. . 

Selection of Material Based on Children’s Interests. 

Silent and Oral Reading Compared. 

Eminent Authorities Quoted. 

Correct Interpretation All Important.. 

Reading Should Grow Out of Problems or Projects. 

Meaning and Experience. . .. 

Varied Content. 

Kinds of Silent Reading. . 

The Characteristics of a Good Reader. 

Skill Acquired by Well Directed Effort. 

Reading Abilities vs. Reading Ability. 

The Major Reading Objectives. 

I. Suggestions for Increasing Rate.rs. 

a. Reading Abilities. 

b. Standards of Speed and Content . 

c. Factors Influencing Rate. 

d. Selections. 

II. Suggestions for Increasing Comprehension. 

a. Factors. 

b. Reading Abilities. 

c. Checks. 

d. Selections. 

III. Suggestions for Increasing Organization. 

a. Outlines. 

b. Reading Abilities. 

c. Selections. 

IV. Suggestions for Increasing Retention. 

a. Motivation and Memorization. 

b. Reading Abilities. 

c. Selections. 

V. Suggestions for Increasing Appreciation. 

a. Recognition of Certain Accepted Characteristics 

b. Motivation. 


Page 
. 1 
. 2 
. 3 
. 4 
. 5 
. 6 
. 6 
. 7 
. 7 
. 8 
. 9 
. 9 
. 10 
. 11 
. 11 
. 11 
. 11 
. 13 
. 14 
. 14 
. 15 
. 15 
. 17 
. 18 



19 

20 
20 
20 
21 
22 
22 
22 




































Page 

c. Training in Appreciation. 22 

d. The power of Appreciation.. 23 

e. Selections. 24 

How to Socialize and Vitalize the Reading. 25 

a. Motivation. 25 

b. Problems and Tests. 25 

c. Projects. 26 

d. Seasonal Projects Arranged by Months. 28 

e. A Project Suggestion—Primitive Life. 29 

How the Cave Boy was Fed. 29 

f. Other Project Suggestions. 30 

The County Fair. 30 

Little Gazelle. 32 

The Old Pine. 34 

g. Things To Do, Games, Experiments, Movies. 35 

h. Programs. 36 

i. Dramatization. 37 

j. English. 38 

k. Building a Live Vocabulary. 39 

l. The Game Of Hunting Words. 40 

m. Word Associations:. 42 

n. My Own Word Book. 42 

o. The Use Of The Dictionary. 43 

p. Better Speech Club. 44 

q. A Discussion Club. 44 

r. Pleasure Reading Club. 45 

s. Supervision and Checking Essential. 45 

t. How To Use Reference Material. 46 

u. How To Read Reference Material. 47 

v. Use of Illustrative Material. 47 

w. Cultivating The Reading Habit. 48 

x. The Teacher and Her Reading. 49 

Standardized and Improvised Tests. 49 

I. Types of Informal Tests. 50 

1. One Minute Test For Speed and Comprehension. 50 

2. Performance Test. 52 

3. Association Test. 52 

4. Comprehension Test. 53 

5. Memory Test. 53 

6. Judgment Test. 54 

7. Completion Test. 54 

8. Recognition or Elimination Test. 54 

9. True-False Test; Yes-No Test. 55 













































Page 


II. Standardized Tests. 55 

Recommended Tests. 55 

Records and Graphs. 56 

Remedial Exercises. 57 

Provision For Individual Differences In Teaching Reading. 59 

Reading Procedures. 60 


II. SUGGESTED LESSON PLANS 


I, 


II. 


III. 


Rate : 


The Boy and His Book. 

.Third Reader p. 1 

What The Little Men Told Ted. 

U i 

‘ p. 45 

Teeny Tiny. 

u < 

p. 144 

The Little Wanderers. 

u < 

!< p. 209 

Earning A Bicycle. 

.Fourth ‘ 

p. 14 

The Young Lawyer. 

.Fifth 

p. 1 

A Baking Experience. 

« t 

p. 68 

The Birch Tree. 

u < 

p. 106 

Mr. Crawfish. 

. Sixth ‘ 

‘ p. 5 

Comprehension : 



A Sun Dial. 

. Third 

“ p. 29 

Columbus and The Egg. 

a i 

“ p. 31 

A Jack-O’-Lantern Quilt. 

« < 

“ p. 35 

Familiar Friends. 

U i 

‘ p. 107 

Christmas Among The Eskimos. 

a < 

p. Ill 

Willie’s Discoveries. 

. Fourth 

p. 34 

Drying Apples. 

a < 

‘ p. 49 

The Circus Movies. 

U i 

p. 219 

How Seeds Travel. 

. Fifth 

p. 17 

Magic Pearls. 

U i 

p. 180 

The Story of Silk. 

. Sixth ‘ 

‘ p. 49 

The Far North. 

U < 

p. 121 

Some Problems To Read. 

U C 

‘ ' p. 127 

Organization: 



The Old Lion. 

. Third 

‘ p. 2 

The County Fair. 

U i 

‘ p. 6 

An Excursion. 

U C 

‘ p. 14 

A Lesson On Birds.. 

U i 

F 

00 

A Rainy Day Game. 

U L 

4 p. 68 

The Lamp Lady. 

U (< 

‘ p. 185 

Mary Ellen’s Wise Purchase.... 

U (< 

‘ p. 211 


Page 


61 

75 

53 

50 

93 

99 

101 

105 

108 


70 

70 

72 

83 

83 

93 

96 

52 

100 

107 

110 

111 

112 


62 

65 

67 

76 

79 

88 

89 



































From Forest To Lumber Yard . . 

. Fourth 

a 

p. 79 

rage 

98 

A Cranberry Marsh. 

Fifth 

u 

p. 81 

102 

Sea Animals. 

. Sixth 

u 

p. 43 

110 

The Oyster Industry. 

« 

a 

p. 161 

113 

Retention: 

Any Of The Poems (See Memory 

Test).. 

Scalp Hunting. 

. Third 

u 

p. 5 

53 

64 

Uncle Sam. 

U 

u 

p. 12 

65 

Making A Jack-O’-Lantern. 

U 

u 

p. 55 

78 

Aunt Becky’s Candv Shop. 

u 

u 

p. 100 

82 

The Flag Lady. 

u 

a 

p. 243 

89 

Labor Day Parade. 

. Fourth 

a 

p. 10 

92 

Bettv Zane. 

Ci 

u 

p. 39 

94 

A Wagon Trip. 

u 

u 

p. 51 

96 

How To Become A Scout. 

. Sixth 

u 

p. 94 

104 

The Athenian Youth. 

U 

a 

p. 34 

109 

The Old Scout. 

Sixth 

a 

p. 230 

114 

Appreciation: 

Little Gazelle. 

Third 

u 

p. 18 

68 

The Bell of Atri. 

a 

a 

p. 24 

69 

Nimbo’s Garden. 

« 

u 

p. 44 

74 

The Cat, The Monkey and The 
Chestnuts. 

a 

u 

p. 53 

77 

How The Apple Blossoms Came 
Back. 

u 

(l 

p. 78 

79 

Little Pedro. 

a 

u 

p. 92 

80 

The Real Princess. 

u 

u 

p. 118 

86 

Elena and Her Easter Cake. 

a 

u 

p. 167 

87 

The Monarch Butterfly. 

Fourth 

a 

p. 3 

91 

The Horse’s Prayer. 

a 

u 

p. 133 

99 

My Mother Tongue. 

Fifth 

a 

p. 70 

102 

The Portrait of Washington. 

U 

a 

p. 168 

106 

The Half Shawl. 

a 

u 

p. 196 

108 






























THE TEACHING OF HEADING 


Children’s Natural Reading Interests Based on 

Experience 

Children live in a world presenting many situations, lead¬ 
ing in many directions, and calling out many questions, a 
world in which many sided interests are beginning to take 
root, some of them to die, some of them to live. 

Children are naturally problem finders as well as problem 
solvers. It is the business of the school, therefore, to provide 
real situations, as nearly as it is possible to do so, in which 
children can both find problems and the means of solving 
them. With the youngest children these situations are fur¬ 
nished from every day experiences which the child 
re-creates in play and about which he gains needed informa¬ 
tion through pictures, books, and people. As children grow 
older, the projects become more constructive, more real and 
permanent, such as the building of playhouses, barns, trucks, 
etc. About the age of eight or nine, this desire to make and 
build becomes subordinate, to a certain extent, to the growing 
desire to know the why and the how of things. Making and 
discovering are keen interests with young children. 

There are two other groups of interests which the school 
aims to direct. The first is the real pleasure and charm which 
the child experiences in becoming familiar with stories, plays, 
music, and pictures. This group makes it possible to enrich 
his life through the reading of literature and the interpreta¬ 
tion of art. The second interest is that which comes through 
acquired skill, through doing over and over again those 
things which he can do well. It is this second group of inter- 


2 


A MANUAL FOR TEACHERS 


ests which makes it possible to carry on necessary drill work, 
for instance, when needed to develop skill in reading. About 
the age of eight or nine, children delight in word learning, 
in memorizing multiplication facts, poems, and the like. 
The teacher’s part in this period is to expose the children to 
situations in which certain skills become desirable goals to 
them, as in reading, memorizing, writing or arithmetic. At 
this stage the practice itself brings a kind of joy, while satis¬ 
faction or annoyance with the result is keenly felt by the 
children. During this period they are eager to participate in 
contests of skill, and are also keenly interested in helping 
others to win by repeated practice. Small groups organized 
under pupil leadership are outlets to energy. 

The school provides opportunity for attainment of read¬ 
ing skill. At the present time, we are trying to tie reading 
to practical everyclay experience as a further means to 
stimulate thinking. Silent Reading aims to provide practice 
in both thinking and doing. The Lincoln Readers are essen¬ 
tially practice books, since the material provides for a wide 
reading experience in preparation for the demands of every¬ 
day life. 


SELECTION OF MATERIAL 

Reading may be either silent or oral, determined largely 
by the type of material and the use to which it is put. In 
silent reading emphasis is placed upon informational rather 
than literary material, though it does not exclude the literary. 
Indeed, we might call informational material the literature of 
knowledge, and the classics, the literature of power. Both 
are needed to enlarge and increase experience; but, in learn¬ 
ing to read, it seems wise to make a wider use of the literature 
of knowledge, of informational material, such as one meets 
in the usual daily routine; it affords an excellent opportunity 
for training in thought-getting and thought-sharing without 


OF THE LINCOLN READERS 


3 


the attending danger of destroying a taste for the best things 
in our literary inheritance by commonplace treatment. A 
child needs much practice in order to become a skillful reader, 
so both materials and methods should be chosen wisely or we 
. may defeat the very purpose we have in mind, which is cul¬ 
tivating a desire to read. 

SILENT AND ORAL READING COMPARED 

Silent Reading is the form of reading most commonly 
used in every day life. Since it is the custom in most homes 
for each member of the family to read his own book or maga¬ 
zine at his own pace, sharing the contents only occasionally 
by oral reading, it is recognized as essential that more em¬ 
phasis be placed upon this type of work in the schools. 
Training in silent reading throughout the grades and high 
school should be given an increasing amount of attention, not 
to the entire exclusion of oral reading, but in a ratio that 
best meets present social practice. 

The Approximate Amount Of Time Given To Oral And Silent 
Reading Is Shown On The Accompanying Graph. 



Legend*. HHH Siieivt Reading 
j J Oral Reading 















































4 


A MANUAL FOR TEACHERS 


EMINENT AUTHORITIES QUOTED 

“Reading is active, selective thinking.” —Thorndyke. 

“From such evidence (study of eye span) investi¬ 
gators conclude that the common emphasis upon oral 
reading above third grade seriously interferes with the 
development of habits of skilled silent reading.” —Parker. 

“The end of reading is not the pronunciation of 
words. It appears too often in reading classes that 
teachers are satisfied with the reading exercise when it 
issues in pronunciation of the words. Indeed, pupils are 
misled by the demands of the school into the same false 
view about reading. Especially is it true in the upper 
grades, where the reading matter begins to have a com¬ 
plex meaning, that pupils often get no farther than the 
sounding of the words. 

“Pronouncing words cannot be treated as a legitimate 
end in itself. Oral reading is legitimate as an introductory 
device in the first grade. Indeed, oral reading is a neces¬ 
sity in the lower grades because the pupil enters school 
with oral language developed. But oral reading is a 
menace to intelligence when it emphasizes such matters 
as enunciation and forms of expression to such an extent 
as to eclipse the recognition of meanings.” (C. H. Judd, 
“Reading, Its Nature and Development,” pages 141 and 
142.) 

“It is expected that every child will become a rapid 
silent reader. This is a skill which can be acquired only 
through persistent, intelligent, well-directed practice. 
However, its acquisition is often endangered by the erro¬ 
neous supposition that all reading in the primary grades 
must be oral reading.” (Briggs & Coffman Reading in 
Public Schools, page 62.) 

“Oral reading is improved through silent read¬ 
ing. This fact has not been appreciated by teachers 


OF THE LINCOLN READERS 


5 


generally, and even when teachers have known this, they 
have not known how to conduct silent reading exercises. 

“We firmly believe that experiments will prove that, 
even in the primary grades, oral reading ability can be 
developed through training in silent reading. Hawley 
secured marked gain in silent reading performances in 
the sixth grade through the use of daily thought drill 
exercises and weekly thought tests. Without being em¬ 
phasized, oral reading improved at the same time.” (Dr. 
W. W. Theisen, 20th Year Book, pages 8 & 9.) 

Emphasis' should be placed upon meaning in oral 
reading much more than has been done. In fact the dan¬ 
ger inherent in oral reading has been its over emphasis 
on words—pronunciation, enunciation, expression, etc.— 
at the expense of meaning. “To be satisfied with me¬ 
chanical proficiency at the start, is to invite trouble 
later.” (Theisen, 20th Year Book.) Definite proof of 
this is brought out in a contrast between Cleveland, which 
emphasized mechanics in the primary grades, and St. 
Louis which primarily emphasized thought. (See Sur¬ 
veys, Cleveland and St. Louis, and Courtis, “Report 
Measurement of Class Room Products. Gary.”) 

CORRECT INTERPRETATION ALL IMPORTANT 

Hitherto, stress has been laid on oral reading attainment. 
Tests have revealed that practical^ no special attention was 
being given to the matter of correct interpretation of the 
material read. Children could read orally in a satisfactory 
manner, but they were not being encouraged to look for the 
central thought; they were not required to reproduce the sub¬ 
ject matter of the text; nor to show whether the author’s aim 
had been sensed; nor yet to react to the thoughts conveyed in 
any definite way. 


6 


A MANUAL FOR TEACHERS 


“Reading is carried on in every day life primarily in 
response to some felt need, and controls action. A citizen 
reads the campaign statements of the-various candidates in 
order to cast his vote intelligently, or reads an advertisement 
in order that he may be informed about the best place to buy 
articles desired, or reads a bit of literary prose or poetry to 
feed his soul and thus to satisfy artistic appreciations. ” 20th 
Year Book, Part II. p. 153. 

READING SHOULD GROW OUT OF PROBLEMS OR PROJECTS 

The latter may seem far removed from the former, but 
in the last analysis, all reading of whatever type or kind 
modifies behavior of the reader. With this thought in mind, 
the belief-is steadily growing that a large part of children’s 
reading in the early grades should grow out of and be a part 
of problems or projects upon which the children engage as a 
means for enlarging experience. In such case, reading pro¬ 
vides the opportunity for thinking and doing in a rational, 
natural fashion, not excluding emotional or dramatic 
responses. It places larger emphasis upon more simple and 
more direct purposes and these find expression in the ob¬ 
servation of things, in play with things, in dramatizing, in 
making or constructing playthings and articles of use, in 
drawing, writing, etc. All of these are common activities in 
which children engage outside of school and which should 
be continued in school as a medium for testing their compre¬ 
hension of meanings. 

MEANING AND EXPERIENCE 

Ideas gained from the printed page can have meaning 
only as they are tied up with experience. In this sense, read¬ 
ing serves as a medium by which to modify the child’s 
behavior. To read incorrectly must be seen by the child to 
result in defective action. To know that one has read cor- 


OF THE LINCOLN READERS 


7* 


rectly must give satisfaction; and if one fails, there should be 
the corresponding dissatisfaction or annoyance. One should 
be able to learn the cause of failure and to apply the remedy. 
Is it in the learner? Is it in the type of reading material 
presented ? Is it in the failure to give opportunity for 
natural child-like reactions to reading content? 

VARIED CONTENT 

The content must be varied to meet the changing interests 
throughout a changing year. It must be material which in¬ 
creases the children’s field of interests in common things while 
at the same time it gives practice in reading which leads to 
mastery of other subjects of the curriculum. The ability to 
read books of literature, informational material, history, 
geography, arithmetic is based upon the ability to grasp the 
central thought in simple selections of a similar type. 
Throughout the Lincoln series the type lessons are especially 
adapted to train in economical and effective study habits; to 
secure thorough mastery of mechanics; to establish economical 
and effective use of books; and to develop permanent reading 
interests, which is just another way of stating the Objectives 
presented in the Introduction to the texts. 

KINDS OF SILENT READING 

As we observe the use made of reading for social pur¬ 
poses, we find that there are two principal types; reading for 
recreation, or just for fun, and reading for some specific 
purpose, other than enjoyment, as, the acquisition of usable 
knowledge. Parker in his ‘‘Types of Teaching and Learn¬ 
ing” classifies the one as recreational, or cursory, non- 
reflective, non-studious reading; the other, reflective, studious 
reading. 

The aim of the school is to train pupils in acquiring skill 
in silent reading and is, therefore, concerned with providing 


8 


A MANUAL FOR TEACHERS 


practice in both cursory and studious reading. Three types 
of reading matter are accessible: (1) library facilities both 
in school and out, give opportunity for emphasizing reading 
as a “leisure occupation”; (2) the texts provide the practice 
material for the studious or reflective reading; and (3) the 
supplementary, or reference material, gives additional prac¬ 
tice in consultative or reference reading. To meet practical, 
everyday needs, the school should emphasize the attainment 
of skill in cursory, or non-reflective reading; in studious, or 
reflective reading; and in the consultative type, as a means of 
securing active, selective thinking. 

THE CHARACTERISTICS OF A GOOD READER 

The desired goal is summed up in terse terms by R. L. 
Lyman in School Review, 1920, under “The Characteristics 
of a Good Reader.” He says, “The good reader: 

1. Reads with a definite purpose or problem in mind. 

2. Grasps the author’s point of view and central theme. 

3. Lays hold on the order and arrangement of the 

author’s ideas. 

4. Pauses occasionally for summarizing and repeating. 

5. Constantly asks questions of his reading. 

6. Continually supplements from his own mental stock. 

7. Evaluates the worth of what he reads. 

8. Varies the rate of his progress through the reading. 

9. Tics up what he reads with problems of his own. 

What is the goal of attainment in the Third grade? What 
do we term good reading at the age of eight or nine? Can 
children of this age engage in any or all of the above named 
activities? The answer is “Yes,” remembering at all times 
that the fundamental laws of learning remain the same. The 
work differs in degree , not in kind. 


OF THE LINCOLN READERS 


9 


SKILL ACQUIRED BY WELL DIRECTED EFFORT 

We are aware that phonic analysis, word and phrase 
drills, vocabulary building through context and word asso¬ 
ciations are not yet fully controlled and that children are 
making crude beginnings in control of ideas. Many children, 
largely self-taught through much reading, gradually acquire 
their reading skills by the “trial and error” method. The 
school aims to short circuit the process by well directed effort 
to worthy ends. The foundation for good reading is laid in 
these early grades by using oral reading judiciously and 
silent reading wisely. At first, speed and comprehension are 
stressed as important phases of the mechanics of silent read¬ 
ing, while the power to organize, summarize, and generalize 
and the ability to retain and appreciate keeps pace with 
mental development. 

In genera], emphasis in silent reading is placed upon 
the ability (a) to grasp the central thought of a paragraph 
or part of a story, (b) to understand the author’s aim, (c) 
to reproduce stories in part or in whole, (d) to think beyond 
the confines of the selection given, and (e) to read more from 
other books upon the same subject, under the stimulus of 
some project which gives opportunity for reading and doing 
to go hand in hand. 

“Silent Reading is a means of training pupils in eco¬ 
nomical and effective study habits, hence the silent reading 
period should be used to develop that skill. The fundamental 
factors—speed, comprehension, organization, retention, and 
appreciation—must therefore be practiced daily.” Germane 
and Germane. 

READING ABILITIES vs READING ABILITY 

There is no such thing as a general reading ability, but 
many reading abilities which need to be exercised to produce 
reading skill. Therefore, we, must train children to read dif- 


10 


A MANUAL FOR TEACHERS 


ferent kinds of material and have well defined purposes in 
mind when they do so. 

Each selection in the Lincoln Readers provides for train¬ 
ing and testing the children’s reading abilities. There are as 
many types of reading abilities as there are types of material 
and kinds of reading attitudes. For instance, one’s attitude 
in reading poetry is quite different from that of reading a 
newspaper column. Hence, the kind of exercises in reading 
classes should be as varied as the demands made on the reader 
in connection with his present purposes and in preparation 
for later ones. 

Teachers should form the habit of thinking about practice 
lessons in reading from this standpoint—viz, what reading 
ability or abilities can be emphasized to advantage through 
this selection? Nor does it always follow that the material 
will call into play the same reading abilities. This is to some 
extent determined by the abilities of the learners, and the 
purpose for which it is used. 


THE MAJOR READING OBJECTIVES 

It is not difficult for us to think in terms of the Objectives 
stated in the Introduction to the Lincoln Readers, viz. 

1. The ability to locate needed data and to read it quickly. 
Rate. 

2. The ability to comprehend and interpret what is read. 
Comprehension. 

3. The ability to find, select, and organize data so as to 
answer most effectively the purpose in hand. Organization. 

4. The ability to remember what is read and to use it at 
some future time. Retention. 

i 

5. The ability to read with enjoyment. Appreciation. 


OF THE LINCOLN READERS 


11 


These five objectives: rate or speed, comprehension, organiza¬ 
tion, retention, and appreciation, and the opportunity to ex¬ 
ercise these daily in ways satisfacory to the children result 
in the attainment of skillful silent reading. 

I. SUGGESTIONS FOR INCREASING RATE 

See Introduction to Lincoln Readers, “ Mastery of Me¬ 
chanics.’’ 

In order to develop speed, training in the use of the following 
reading abilities is suggested by Dr. W. S. Gray, University 
of Chicago. 

1. The ability to read quickly and to comprehend easily. 

2. The ability to increase one’s rate in reading. 

3. The ability to enlarge one’s vocabulary. 

4. The ability to follow directions with accuracy and with 
reasonable speed. 

5. The ability to locate needed data and to read quickly. 

Extensive experimental work has been conducted in the 
field of both oral and silent reading. The results of experi¬ 
ments indicate that the silent reading rate is very much 
greater than the oral reading rate. 

Standards of Speed and Content 


Words per minute Content, 

per grade as indicated ideas, points 


II 

III 

IV 

Y 

VI 

VII 

VIII 

Adult 

50% of the ideas 

100 

120 

150 

180 

220 

250 

280 

320 

in a 400 word 









passage 


Factors Influencing Rate 

It is highly desirable that good reading habits be estab¬ 
lished at the outset, beginning with simple, silent' reading 



















A MANUAL FOR TEACHERS 


32 

exercises in first grade and continuing throughout the grades 
as needed. 

1. Rapid reading increases rate. Use phrases, and sen¬ 
tences, even paragraphs, to gain rapid recognition of groups 
of words. Train in getting ‘ ‘ eyefulls u of words, placing 
stress on both words and ideas. 

2. Lip movement and other motor tendencies are detri¬ 
mental to rapidity. Establish reading with the eyes; and not 
with the lips, for a lip reader is a slow reader. 

3. Establish eye sweeps, decreasing useless eye movements 
in reading a line by use of brief exercises, such as flash 
cards, etc. 

4. Vocabulary drills, connecting words and meanings, in¬ 
crease rate of speed—words presented singly or in phrases; 
emphasizing meanings by discussion of conduct, by associa¬ 
tions, helps to correct the tendency for over-potent words that 
catch the child’s eye and lead him off on a tangent; while 
under-potent words, such as prepositions and conjunctions, 
affecting the meaning to be conveyed, are fixed by drills, 
devised for this purpose. 

5. Reading rate increases with familiarity. Some knowl¬ 
edge of the subject matter being read is a help. Creating 
atmosphere, setting a problem for solution or discussion of 
some related interests are helpful factors. 

6. Concentration of effort increases rate. 

7. Time pressure improves rate. 

8. Drills in oral reading check speed in silent reading, 
hence a need for the maintenance of balance between the two. 
Silent reading in third grade should receive proportionately 
the greater emphasis though not to be used exclusively. 

9. Extensive reading also increases rate value. 

10. A child may be given some means by which he may 
measure his improvement in rate. A simple individual score 
card, if possible, or some knowledge of his rate compared with 


OF THE LINCOLN READERS 


13 


the class median secures his interest in self-improvement. 
The Pleasure Reading Score Card is also suggestive. A graph 
sheet similar to the Courtis Arithmetic practice sheet may be 
devised. . 

Probably the most practical plan of all is the class record 
of individual scores, in an informal or one-minute test, placed 
upon the board. This will show the rating of each member of 
the class, and helps the pupil to know, in a sense, his place 
among his classmates. The simple graph helps both teacher 
and children to arrive at some conclusions in the matter. If 
one child can read only 60 words in a minute while another 
can read 120, both need attention, but on widely different 
planes. See Tests, p. 50. 


Selections Suitable 

THIRD READER 

The Boy and His Book 
Scalp Hunting 
Columbus and the Egg 
What the Little Men Told Ted 
The Cat, the Monkey, and the 
Chestnuts 

A Rainy-Day Game 
Two Brass Kettles 
School Room Movies 
A Plucky Boy 
Teeny Tiny 

Too Much for a Whistle 
An Automobile Race 
Our First Gardeners 
The Little Wanderers 


for Increasing Rate* 

FOURTH READER 

The Shepherd Boy 
Earning a Bicycle 
An Honest Indian 
All Satisfied 
The Biggest Donkey 
Baboushka 

The Old Man and His Grandson 

Two Travelers 

The Sorrel Colt 

The Switch Parade 

How Nanabush Caught the Ducks 

The Circus Movies 

The Boy. Teacher 

Don't Crowd 

The Smallest Soldier of All 


* Note. —Not all of the selections are listed under the five headings 
given above, for two reasons: viz, (1) A selection may fall into one or 
more of the designated groups, according to the purpose the teacher and 
pupils may have in mind. (2) Opportunity is thus provided for exercise 
of initiative on the part of the teacher in determining the best use 
to which the selection may be put. 


14 


A MANUAL FOR TEACHERS 


FIFTH READER 


SIXTH READER 


The Young Lawyer 

Uncle Sam 

The Boy Guide 

The Legend of Sunflower 

Tiny Giants 

The Birch Tree 

My Neighbor 

An Escape From a Tiger 

The Arrow Makers 

House Hunting 

A Baking Experience 


The Great President 
The Road That Talked 
Odette’s Letter 
Stories of Early Rome 
The Kindly Jest 


The Wild Ox From Asia 


A Peace Monument 
A New Winter Sport 
In a Chocolate Shop 
The Story of Bread 
Mr. Crawfish 
Camp Fire Girls 
Hare and Hounds 


II. SUGGESTIONS FOR INCREASING COMPREHEN¬ 


SION IN READING 


The improvement of reading rate is important,, but com¬ 
prehension of ideas should not be sacrificed to increase of 
speed any more than speed in arithmetic should be secured 
at the expense of accuracy. One is worthless without the 
other. Dr. W. S. Gray, University of Chicago, states the 
following: 

1. If a child knows that he may be called upon to re¬ 
produce what he has read, his quality of reading improves. 

2. Rapid readers usually, though not always, read more 
effectively than slow readers. Increased rates add to com¬ 
prehension, though skimming and slip-shod rapidity in read¬ 
ing tend to injure reading. 

3. Training in the ability to grasp quickly and accurately 
the thought of a sentence, the content of a paragraph, or the 
main point of a story, and in the ability to reason or to make 
judgments covering what is read, are essential in effective 
silent reading. 


OF THE LINCOLN READERS 


15 


L t ses of Reading Abilities to Increase Comprehension 

1. To read as rapidly as possible and to interpret readily. 
Use of time pressure. 

2. To interpret and remember for the purpose of repro¬ 
ducing what is read. 

3. To determine the relative importance of different facts. 

4. To determine and organize the principal points and 
the supporting details in a topic, article or book. 

5. To increase one’s information through quantitative 
reading. 

6. To obtain definite information for the purpose of mak¬ 
ing specific reports, of asking intelligent questions, or of 
guiding one’s action. 

7. To find facts or materials which will aid in the solution 
of a problem or in answering questions. 

8. To clearly comprehend and visualize described details. 

9. To gain a clear comprehension of the essential condi¬ 
tions of a problem which is to be solved. 

It has been found that reading for a specific purpose, rec¬ 
ognized by the children as purposeful, stimulates comprehen- 

♦ 

sion as well as retention of content. Hence, the necessitv for 
establishing genuine motives through problems of significant 
questions as a basis for a detailed analysis of meanings. 

How to Keep Check Upon Comprehension 

Informal and standard tests indicate the relation of rate 
and comprehension. Probably about 50% of content can be 
retained and reproduced. The following means of checking 
comprehension of ideas are suggested: 

1. Select a paragraph in which unity is excellent. Count 
the number of sentence thoughts, using this number as the 
denominator. Set a time limit for the silent reading of the 


16 


A MANUAL FOR TEACHERS 


paragraph. Ask for reproduction. Check on the basis of 
points retained. Children may be given an opportunity to 
check each other. The class may be divided into couples and 
a game in comprehension of paragraphs may be devised to 
the advantage of the participants. 

2. Train in getting ideas on short time exposures. The 
legends presented at the movies are suggestive. Directions 
may be given as follows: Open the book to a designated para¬ 
graph. Read until time is called and reproduce. Children 
improve in the ability to gain ideas under time pressure. 

3. Practice cards, containing ideas to which children 
respond, yes, no, right, wrong, as “Is ten greater than nine?” 
“Cows have two feet.” Cards of varying difficulty may be 
devised, the purpose of which is to develop readiness of re¬ 
sponse. See Rules for Reading Game, 20th Year Book, Part 
II, p. 86. 

4. A “Direction Test” in which the response may be some 
form of bodily activity, or the use of some skill, as writing, 
drawing, constructing, increases the ability to comprehend 
ideas. Attention is directed to an attainable end. 

5. Encourage sight reading and reproduction of content 
on the basis of questions devised by teacher, by outlines or 
summary made by pupils. 

6. A chikPs ability in silent reading differs according to 
the reading material—fairy story, fable, informational, arith¬ 
metic or science. The child needs experience in reading all 
types of material—easy narrative, as well as difficult text¬ 
book prose. 


OF THE LINCOLN READERS 


17 


Selections Suitable for Increasing Comprehension 


THIRD READER 

Familiar Friends 

The Old Lion 

A Sun Dial 

Columbus and the Egg 

The Bell of Atri 

Howard’s First Map 

Christmas Among the Eskimos 

A Jack-O’-Lantern Quilt 

Elena and Her Easter Cake 

The Flag Lady 

The Life of an Ant 

How to Know Cotton from Wool 

Soap-Making 

Aunt Becky’s Candy Shop 

FIFTH READER 

The Canning Factory 
Camp Fire Blue Birds 
Three Lumps of Sugar 
A Shoe Box 
William’s Experiments 
The Story of Steel 
A Box Trap 
The Half Shawl 
A Lawn Tennis Court 
An Ascent of Mont Blanc 
In the Caterpillar World 
Magic Pearls 
How Seeds Travel 


FOURTH READER 

Willie’s Discoveries 
Drying Apples 

From Forest to Lumber Yard 

How Betty Made Molasses Candy 

Christmas Candles 

A Peep Into the Deep 

Learning About Water 

A Visit to the Wagon Works 

Wampum 

The Woolen Mills 

The Circus Movies 

The Beaver Patrol 


SIXTH READER 

The Far North 
Thrills of the Show Ring 
Sea Animals 
The Story of Silk 
Louis Pasteur 
A Fish Hatchery 
Marco Polo 
The Oyster Industry 
Friction 

Another United States 
An Inch of Rain 
Some Problems to Read 
Air Pressure 


18 


A MANUAL FOR TEACHERS 


III. SUGGESTION FOR INCREASING ORGANIZATION 

Silent reading is a means of training pupils in economical 
and effective study habits, hence there should be practice in 
learning how to evaluate, select, and organize ideas for specific 
purposes. The ability to organize ideas is dependent upon 
the ability to comprehend ideas, but the further use of these 
ideas is dependent upon their organization. 

The Lincoln Readers give specific suggestions for training 
in the ability to organize through the use of word associations 
and through the use of questions on the part of both teacher 
and pupils. These questions are of three types: (a) the large, 
pivotal questions on paragraphs, parts of stories, or whole 
selections; (b) detailed questions to bring out supporting 
details; and (c) questions of relative worth to exercise dis¬ 
crimination and judgment. Through the use of the outline, 
paragraph names, the “sign-post” paragraph, through the use 
use of the summary, both orally and in writing, children learn 
how to study effectively. This work should be begun as early 
as the third grade, for the ability to classify, to organize, to 
evaluate and to use knowledge is all that makes it worthwhile. 

The Following Uses of the Organizing Ability Are 

Indicated : 

1. To determine the main outline of a story or article. 

2. To determine central ideas, or fundamental principles. 

3. To determine the relative importance of different facts. 

4. To determine and organize the principal points and 
the supportng details in a topic, article or book.. 

5. To find facts or materials which will aid in the solution 
of a problem or in answering questions. 

6. To determine the validity of statements or inferences. 

7. To draw valid conclusions from data or statements. 


OF THE LINCOLN READERS 


19 


Selections Suitable for Training in Organization 


THIRD READER 

The Old Lion 
The Lamp Lady 
A Rainy Day Game 
A Lesson on Birds 
Christmas Among the Eskimos 
A Jack-O’-Lantern Quilt 
Willie and the Flower Festival 
Mary Ellen’s Wise Purchase 
The County Fair 
An Excursion 

FIFTH READER 

The Story of Madian 
The Canning Factory 
A Cranberry Marsh 
Iron, a Useful Metal 
The American Friends 
A Friend of the Poor 
My Neighbor 
The Arrow Makers 
School in the Philippines 
A Great Inventor 
Daniel Boone 
A Heroic Deed 
The Half Shawl 
Three Lumps of Sugar 
The Milk Fairies 
The Cherry Pickers 
Grandma’s Lesson 
Alfred the Great 


FOURTH READER 
A Tea Party 
The Boy Printer 
A Lumber Camp 
Giant Trees 

A Visit to the Wagon Works 

The Ostrich Farm 

The Old Beekeeper 

On a Sheep Ranch 

From Forest to Lumber Yard 

A Shipwrecked Sailor 

SIXTH READER 

The Oyster Industry 
A Silver Fox 
Sea Animals 
Cod Fisheries 
A Peace Monument 
The Spaniel 

My Trip Up The Amazon 
Buffaloes and Scouts 
The Story of Silk 
A Pet Bear 
Friction 

Another United States 
The Young Artist 
Wonders of the Deep 
The Battle of the Ants 
Plain Buttons 
Hare and Hounds 
The Old Scout 


IV. SUGGESTIONS FOR INCREASING RETENTION 

Retention is of equal importance together Avith speed, com¬ 
prehension, and organization as a method of study. To read 
and remember what is read is what makes the acquisition of 


20 


A MANUAL FOR TEACHERS 


knowledge possible. We know that we are able to recall more 
facts gained from the printed page if we know that we are 
to be tested upon it, or if we have an immediate use for it. 
Therefore, motivation is an important aid to memory. We 
also know that a single reading does not yield the desired 
results. “The value of a single reading as an aid to com¬ 
prehension and memory is low.” Germane. 

Tests and experiments show that: 

a. A single reading is not sufficient preparation for reten¬ 
tion, though if effective study habits were established, one 
reading would probably suffice. 

b. Pupils lack the ability to recall any considerable por¬ 
tion of content: maximum about fifty per cent immediately 
after reading. 

c. Delayed recall, when the interest is not all compelling, 
yields an astonishing low return, possibly because the laws of 
association of ideas have not been sufficiently recognized. 
(This makes daily summaries, weekly and monthly reviews, 
therefore, doubly important.) This is one reason for the use 
of selections which may be or should be a part of a larger 
project, as indicated under Seasonal Projects in each book of 
the Lincoln series. 

d. Daily, weekly, monthly reviews with definite objectives 
in mind are effective helps to insure retention. 

The Following Uses of the Ability to Retain Ideas Are 

Suggested : 

1.. To recall facts for the purpose of using them in some 
specific situation. 

2. To remember for the purpose of reproducing what is 
read. 

3. To remember the exact words of a story, or poem, or 
drama. 


OF THE LINCOLN READERS 


21 


4. To review the material of earlier readings for informa¬ 
tion needed in the discussion of present problems. 

5. To read reference material with discrimination and 
judgment. 

6. To obtain definite information for the purpose of mak¬ 
ing specific reports, or of asking intelligent questions, or of 
guiding one’s action. 


Selections Suitable for Training in Retention 


THIRD READER 

Aunt Becky’s Candy Shop 

Columbus and the Egg 

Making a Jack-O’-Lantern 

Little Pedro 

The Flag Lady 

Storing Food in Pioneer Days 

A Plucky Boy 

A Queer Garden-Bed 

Uncle Sam 

Both Crazy 

Scalp Hunting 

FIFTH READER 

The Young Lawyer 
Uncle Sam 

The American Indians 
A Great Inventor 
The Story of Steel 
Tiny Giants 

How to Become a Scout 

The Dreamer Back of the Job 

The City of Our Hopes 

Only One Mother 

The Half Shawl 

Waldo Warbler 

The Humbug 

How to Become a Scout 


FOURTH READER 

The Monarch Butterfly 
An Honest Indian 
The Care of the Eyes 
Good Citizens 
Golden Rules of Health 
Labor Day Parade 
Betty Zane 
The Old Beekeeper 
A Wagon Trip 
Old Abe 

Bravery Honored by a Foe 

SIXTH READER 

Odette’s Letter 

America, the Beautiful 

The Athenian Youth 

The Old Scout 

The Land of Gold 

The Contest for the Bugle 

The Great President 

The Battle of the Ants 

Honest Poverty 

A Winter Song 

Stars of the Summer Night 

A Silver Fox 

Plain Buttons 

The Last Lesson 


22 


A MANUAL FOR TEACHERS 


V. SUGGESTIONS FOR INCREASING APPRECIATION 

Appreciation is an attitude of mind, involving both the 
element of pleasure and a feeling of sympathy. It is not to 
be neglected in silent reading. The ability to read appre¬ 
ciatively is gained through recognition of certain accepted 
characteristics, namely: 

1. Through beauty of thought. 

2. Through beauty of language, including the vivid word 
picture, the clear concise sentence, the well chosen word, or 
phrase, the rhythmical, poetical language, and the logical 
sequence of thought. 

3. Through skillful portrayal of character. 

4. Through expert plot construction. 

The Lesson for Appreciation. Hayward, in his excellent 
little book, “The Lesson for Appreciation/’ suggests that 
whenever a lesson is to be taught, the teacher should begin 
several days in advance to arouse anticipatory interest. This 
may be done incidentally by remarking, “We are going to read 
a poem or story on this same subject in a short time”; or, if 
the work is organized around some central theme or project, 
the mind becomes receptive to the reading selections which 
are related to it. We usually think of the literature of power 
—that is, of poetry, drama, fiction, or fairy tale—as best 
suited to the development of appreciation; but we are also 
concerned with a better appreciation of the plain, wholesome 
facts in relation to the service of industry and other normal 
activities of the work-a-day world. 

Training in Appreciation 

Since appreciation is an attitude of mind, involving the 
pleasure tone and the feeling of sympathy, the teacher helps 
the children in various ways to gain emotional experience; 
but she is careful not to impose her ideas on them. She will 
avoid too much analysis which defeats its own purpose and 



OF THE LINCOLN READERS 


23 


will check the all too common tendency to preach to children; 
rather allowing them by means of suggestive questions to see, 
to feel, to compare, and to draw their own conclusions. 

The following suggestions are a summary of those found 
in the detailed lesson plans, though more directly applicable 
to the study of poems: 

1. Create the right atmosphere by giving briefly any in¬ 
formation or explanation needed as background. 

2. The first reading of a poem may be done by the teacher 
without pause or comment. 

3. Give some discussion of word meanings and word allu¬ 
sions, just enough to heighten interest. It is not necessary to 
understand every single word of a selection to enjoy it. 

4. Encourage children to select lines or stanzas liked best. 

5. Encourage children to bring other selections which 
they like for similar reasons. 

6. LTtilize selections for morning exercises and for sur¬ 
prise programs. 

7. Utilize well written prose selections, placing emphasis 
upon word pictures to strengthen them in the use of well 
chosen words and phrases in original composition. 

8. Standards of excellence are established in the minds of 
children by learning to distinguish in new reading matter 
characteristics previously recognized as admirable. 

The Power of Appreciation 

The power of appreciation may be increased by exercise in 
any one of the following ways: 

1. To obtain emotional reaction. 

2. To acquire more effective modes of thinking or reason¬ 
ing. 

3. To stimulate interest in and appreciation for a given 

field of study. 


24 


A MANUAL FOR TEACHERS 


4. To enlarge one’s vocabulary. 

5. To acquire more effective modes of expression. 

6. To appreciate the significance of each word used in a 
concisely expressed statement or principle. 

7. To extend one’s general range of information through 
quantitative reading. 


Selections Suitable for 
THIRD READER 

The Bell of Atri 
Little Pedro 

The Rabbit Who Was Going to Tell 
How the Apple Blossoms Came 
Back 

Elena and the Easter Cake 
Nimbo’s Garden 
Little Gazelle 

Christmas Among the Eskimos 

Jack-O’-Lantern Quilt 

The Cat, Monkey, and the Chestnuts 

The Flag Lady 

Two Frogs 

The Real Princess 

Both Crazy 

FIFTH READER 
The Humbug 
A Great Inventor 
The Moonlight Sonata 
My Neighbor 
A Heroic Deed 
An Escape from a Tiger 
The Legend of Sunflower 
The Dreamer Back of the Job 
My Mother Tongue 
Little Tom 
Only One Mother 
The Half Shawl 
The Portrait of Washington 


Training in Appreciation 
FOURTH READER 

Labor Dav Parade 
Betty Zane 

The Monarch Butterfly 
The Biggest Donkey 
The Tempest 
The Clovers 

The Old Man and His Grandson 

The Tea Party 

The Horse’s Prayer 

In Far Away Japan 

How Nanabush Caught the Ducks 

To a Butterfly 


SIXTH READER 

Pine Tree Shillings 
The Contest for the Bugle 
Plain Buttons 
Don Quixote 
It Couldn’t Be Done 
The New Boy 
America, the Beautiful 
Thanksgiving Favors 
The Kindly Jest 
A Winter’s Song 
One Dollar 
The Last Lesson 
Hare and Hounds 


OF THE LINCOLN HEADERS 


. 25 


HOW TO SOCIALIZE AND VITALIZE THE READING 

We usually think of oral reading as providing opportunity 
for socializing and vitalizing the reading,—by means of 
dramatization, class discussion, surprise programs, reading 
clubs, book reviews and reporting by exchange readers, or 
reading stories to other grades, or to members of the class, or 
to parents at home. While much of the dramatic material 
used for oral reading lends itself admirably to this purpose, 
silent reading is not necessarily excluded. Children may en¬ 
gage in the same type of activities as those indicated above, 
but with more emphasis perhaps upon oral and written re¬ 
ports, and debates, including, also, memorization of choice 
bits of literature. 


Motivation 

As has been said many times before, it is essential that 
children as well as teachers shall have definite objectives, and, 
as far as possible, the work in silent reading should be pupil- 
motivated ; that is, the motive or desire to do the thing should 
come from the pupil. For this reason use should be made of 
every available means to stimulate purposeful and thorough 
reading habits. The introductory paragraphs in the Lincoln 
Readers set problems for solutions, the pictures are suggestive, 
and the questions are thought provoking. 

The use of individual graphs and charts as a stimulus to 
better reading often proves an effective device; but, perhaps 
more than all else, are those factors which promote social 
activities and thereby arouse children to meet social situations 
as they would normally meet them in every day life. 

Problems and Tests 

Problems are usually indicated in the introduction to each 
selection. Their chief purpose being to prepare the way for 
appreciation of what is to follow. The introductions are of 


2G 


A MANUAL FOR TEACHERS 


various types. Some build up a background that leads to a 
better understanding of the selection. Others simply create 
atmosphere. Others give questions that direct a preliminary 
discussion, the purpose of which is to set the scenes and thus 
stimulate interest in reading by tying it to experience past, 
present and to come. Others present concise questions that 
are to serve as a specific guide or motive in the child’s reading. 
Others suggest severed lines of thought and the child reads to 
see which line is developed in the selection. 

The introductions to the stories may be read by the teacher, 
giving opportunity for a brief discussion, or the children may 
read them for themselves; and whenever feasible, this should 
be done. It is impossible to make any set of hidebound sug¬ 
gestions which will fit any and all situations, for classes differ 
in their needs and teachers differ in their talents. Therefore, 
all of the problems, and tests as well, are suggestive rather 
than prescriptive, and a teacher should adapt both to meet the 
needs of her class. They are suggestions given as a guide to 
stimulate clear thinking and lead to effective doing. For 
this reason, the problems and tests are so devised that children 
can use them with just a hint from the teacher, the purpose 
being to make a self-teaching book by giving directions in 
forms so simple that he who runs may read. 

The tests at the close of each selection appear in the form 
of questions, outlines, classifications of words and phrases, 
constructive activities, and other tests of skill. The purpose 
of these tests is (a) to promote economical and effective study 
habits, (b) to train in the economical and effective use of 
books,(c) to secure thorough mastery of mechanics, and (d) 
to develop permanent reading interests. 

Projects 

Each selection in the Lincoln Readers serves in two ways: 
(a) by indicating a series of projects or problems in which 


OF THE LINCOLN READERS 


27 


a vast number of children are interested; (b) by serving as a 
type study in its relation to a proposed project. 

This is illustrated in the stories of the Festivals. While 
each story is a part of the large project as indicated by the 
term Festivals, each story is but one of a series of stories 
related to a particular festival, as Thanksgiving or Christmas. 
Only one selection is given, but as the need arises, other 
stories may be made by teachers and children working to¬ 
gether, appearing in the form of simple summaries, narratives, 
dramas, poems, letters, and the like. These may be printed, 
type-written or placed upon the blackboard. 

The type story may also serve as a stimulus, a kind of 
“self-starter” arousing the child’s interest in finding other 
related material available in books which children can read 
with ease. At the end of each selection in the text a few other 
selections are indicated as a guide to both teacher and children. 
The aim has been to suggest an approved reading list for 
children, the outgrowth of class room experience. Children 
in the third and succeeding grades are able with a little 
guidance to make bibliographies relating to the subject under 
discussion. 

Using each of these stories as a thread or nucleus of 
natural or derived interest, each child, or small group, or a 
whole class, may work upon various phases of the problem or 
project of which the selection is a part. These activities may 
take the form of constructive work, dramatization, drawing, 
sketching, writing, observing, as well as reading. Individuals 
and groups may be concerned in gathering data and organiz¬ 
ing it in usuable ways to suit the purpose in hand, or in 
extending the reading field far beyond the text. 

The basic idea of the text is to present a group of problems 
of vital interest to children which deal with the fundamental 
aspects of every day experience. The project does not appear 
in any completed form. It is suggested, however, by giving 


28 


A MANUAL FOR TEACHERS 


one or more selections, the aim of which is to stimulate further 
investigation, and to serve as a medium for developing good 
reading habits which will function in the solution of problems 
recognized by the children as worth while. 

Seasonal Projects Arranged by Months 

One of the first things to do is to study the projects sug¬ 
gested for each month in order to see how closely the material 
selected is interwoven and how nearly it touches the many 
sided interests of the children for whom it is intended, while 
at the same time it serves as a type story in a subject. The 
next thing is to take one or more of the stories as a starting 
point and follow its “lead” out into various fields of interest, 
we say, the course of study—keeping in mind what the chil¬ 
dren can do under your direction. This will help you to see 
this single story unit as a part of a larger whole and at once 
it becomes more significant to you because it has become more 
meaningful to you. You will set a better problem for solution, 
you will ask better questions, and your children will find more 
food for thought because interest has been increased through 
your larger views. 

After choosing a story from history, civics, geography, or 
industry, study the text to see how many stories in the text 
itself can be used to advantage in this connection. The chil¬ 
dren may also render judgment occasionally. Search through 
all available reading texts and supplementary readers for 
readingi material which touches the project at some point. 
Do not drag it in, but let it be the outcome of children’s desire 
for more. 

The project may sometimes be a reading project entirely, as 
in the preparation of a special program, but more often one 
should seek rather for a reasonable and rational correlation of 
interesting and effective reading with social, civic and in¬ 
dustrial activities, in which both reading and doing find 


OF THE LINCOLN READERS 


29 


definite expression. It is the wider reading with a definite 
purpose in mind which develops the ability to comprehend 
thought, to organize it, and to retain it. Appreciation and 
right attitudes are strengthened by pleasant associations. 

A Project Suggestion 

Let us take “How the Cave Boy was Fed” p. 39, Third 
Reader, as an example of primitive life. As you read this 
story, other problems related to clothing, shelter, travel, etc., 
will occur to you. One of these you will choose and adapt to 
meet the need of your children. 

1. How the cave boy was fed. (See text). 

2. Plow the cave boy was dressed 

3. How he was sheltered 

4. How he was protected from wild animals 

5. The games he played 

6. How fire came to man 

7. How the first arrow was made 

8. The cave boy’s school. 

This necessitates familiarity on the part of the teacher 
with primitive life. Some knowledge may be gained from 
“The Early Cave Men,” “The Later Cave Men,” “The 
Tree Dwellers,” “The Sea People” by Katherine Dopp: 
“The Storv of Ab,” bv Stanlev Waterloo; and “The Cave 
Boy” by McIntyre, much of it being given in the form 
desirable for children. Parts of these books the children 
should read themselves. 

9. Comparison of “The Cave Boy” with “The Indian 
Boy.” 

Using problem questions similar to the above, children 
might be led to search, within reasonable limits set by the 
teacher, for material relating to the questions raised. A 
great deal of material is available especially in connection 
with Indian life. This could be a reading project in rela- 


30 


A MANUAL FOR TEACHERS 


tion to history and would necessarily take some time, but 
an ever increasing interest may be stimulated by reports 
from time to time. 

10. Comparison of present day life with primitive life. 

Discuss problems of food-getting, shelter, clothing, 
modes of travel, tools, and machines. More emphasis 
should be placed on modern ways of living, possibly or¬ 
ganizing pioneer life and contrasting it with the present 
day life. 

A number of stories in the text would serve as a study, or 
practice lessons, in this field of interest, e.g. ‘ ‘ How the Cave 
Boy Was Fed,” “Storing Food,” “Early Settlers,” “Aunt 
Becky’s Candy Shop,” “Linen or Cotton,” “A Queer Dress 
For A Doll,” “Soap-Making,” etc. 

Other Project Suggestions 
The Country Fair, p. 6, Third Reader. 

Reading and discussion of the following outline, summarized 
in composite story on blackboard. 

1. The County Fair. 

a. The farmer and his work—raising a best plant or 
animal. 

b. The farmer’s wife—making the best products of 
household arts. 

c. The children’s work—at home and school. 

d. The merchants and their wares. 

2. Fairs in Merry England and in the early colonial days. 

3. Literature related to the project: 

a. Clytie’s Garden. 

b. Side-show material—Nursery Rhymes, as “Simple 
Simon,” “Crooked Man,” etc. 

Selections from “Pinocchio, the Marionette,” 
Collodi; ‘ ‘ The Friendly Cow, ’ ’ Stevenson. 



OF THE LINCOLN READERS 


31 


c. The Race Course—“The Arab’s Farewell to His 
Steed,” Norton. “The One-Hoss Shay,” Holmes, 
read to the children by an older pupil. 

4. Nature and Science. 

a. How the farm horse differs from the race horse. 

b. How to raise a best animal, as puppies, chickens, 
or ponies. 

c. Collections of fall flowers for a school fair. 

d. Peanuts and the peanut vender. 

5. Experiments. 

a. Making candy for the fair. 

b. Side-Show—The Magic Penny. 

c. Making peanut men, burdock articles, pea pod 
boats, etc. 

6. Industrial and Fine Arts. 

a. Making articles for the school fair. 

b. Making posters, tickets. 

c. Drawing, pressing and mounting flowers, leaves, 
seeds, etc. 

d. Making articles to be used in representing the 
County Fair upon the same table. 

7. Civics. 

a. Committees for work upon the various projects in- 
eluding reading committees. See projects sug¬ 
gested above. 

8. Reading—selections from the text: 

a. The County Fair. 

b. How the Cave Boy was Fed. 

c. Our First Gardeners. 

d. Storing Food. 

e. How Betty Made Molasses Candy. 

f. An Excursion (Collections of leaves, etc.) 

g. A Plucky Boy. 

h. An Automobile Race. 



32 


A MANUAL FOR TEACHERS 


i. Seed Testing. 

j. Aunt Becky’s Candy Shop. 

9. Reading—other selections : 

a. Other stories to find a story suitable for dramatiza¬ 
tion to be used as a side-show performance. 

b. Reading—Recipes. 

Making popcorn balls, lemonade, etc. 
e. Songs and Games. 

Merry-go-round. 

10. Written English. 

Original songs and verses—Peanut Call, Lemonade 
Call, The Race, Guessing Games, Charades, Panto¬ 
mimes, etc. 

Little Gazelle, p. 18, Third Reader. The Date Palm, p. 223, 
Fourth Reader. 

Reading and discussion lead to a study of the ‘ ‘ Children 
of the Hot Lands.” Related problems can be solved in part 
by discussion, by reading, by collections of pictures, by sand 
table representation to make meanings clear, helping by way 
of the imagination to bring what is new and strange. One can 
also begin at home with a visit to the grocery store or market 
where tropical fruits are received and distributed. As the 
child follows in imagination, aided by pictorial representa¬ 
tion, or vivid word picturing, the fruit from the tree in the 
tropics to the table in our home, he comes to have an apprecia¬ 
tion of geographic controls, of human relationships and of 
the underlying principle of interdependence which makes us 
all brothers. As they gather data, by reading and discus¬ 
sion, and use it in solution of some simple problem, usable 
knowledge is gained, some skill is improved, and a right atti¬ 
tude is developed toward men and service. 

1. A visit to the grocery or market. Emphasis placed 
upon tropical fruits,—kinds, where obtained, etc. 


OF THE LINCOLN READERS 


33 


Dates—boxes, kinds; preparation for market, etc.; uses in 
the home; in foreign lands. 

2. Reading and discussion : 

The Date Palm, Gazelle, and other selections suggested in 
the text, as The Sun Dial. Other books suggested in the 
text, as Gemila, in Seven Little Sisters, Andrews. 

3. Literature. 

a. Reading to the children: “Tiger, Tiger, Burning 
Bright,” Blake; “The Arab’s Farewell to his 
Steed,” Norton; “The Desert,” from Ben Hur, 
Wallace. 

b. Memorizing: “Foreign Children,” Stevenson. 

4. Nature and Science. 

a. How the camel travels across the desert. 

b. Where the rivers are in the desert. 

c. How a desert differs from our fields. 

5. Experiments. 

a. Stuffing dates. 

b. Making useful articles from orange skin—baskets, 
tents, boats, etc. 

c. The sun dial. 

6. Industrial and Fine Arts. 

a. Making the costume worn by Gazelle, “The Little 
Arab Girl.” 

b. AVeaving a rug or mat out of grasses. 

c. Articles needed in the sand table. 

d. Booklet cover for “Story of Hot Lands.” 

7. Civics. 

a. Greetings—Politeness of Arabs (Dramatization.) 

b. Committees for work upon various projects includ¬ 
ing reading to gather data. 

c. A project worked out by children—a play based 
upon “Gazelle.” Children can work out the 


34 


A MANUAL FOR TEACHERS 


scenes, the characters, and conversation, either 
orally or in written form. 

The Old Pine, p. 191, Third Reader. 

This legend may serve to start some children upon a hunt 
for other legendary tales about trees, or stories of historical 
trees. Or it may be a very practical lead, such as the uses of 
trees to birds, to animals, to men. Any one of these will give 
interesting contacts. 

1. Legends— 

a. Reading—“The Old Pine,” also suggested reading 
material. 

b. Read to children “Old Pipes and the Dryad” by 
Stockton. Read such stories as “Daphne and 
Apollo,” “Baucis and Philemon” in “In Myth- 
land” and “How the Oak Tree Became King” or 
“Why the Oak Tree Has Notched Leaves,” in 
“That’s Why Stories.” 

2. History. 

a. The Old Pine—its significance. Other peace agree¬ 
ments as “The Washington Elm,” “Liberty Oak,” 
“Penn and the Indians.” 

3. Nature and Science. 

a. A pine and oak compared. 

b. How pine seeds are scattered. 

c. Collections of pine needles—balsam for pillow; 
cones for decoration and Christmas articles, as a 
card holder, a doll’s Christmas tree, etc. 

d. Collection of pictures of trees. 

e. Uses of trees—pine for lumber, turpentine and 
resin. 

4. Industrial and Fine Arts. 

a. Christmas cards with pine tree in landscape. 

b. Pine needle chains for decoration. 

c. Pine cones used in useful and decorative articles. 



OF THE LINCOLN READERS 


35 


d. Book cover for ‘'Tree Legends We Like” or “Our 
Tree. ” 

e. Posters for a play, “Tree Talk,” given by the 
class. 

5. Reading—selections from the text. 

a. An Excursion. 

b. The Date Palm furnishing contrasting data as 
basis for discussion: differences in appearance, 
products, values, as well as habitat, a factor in 
producing differences. 

c. The Birds’ Christmas Tree. 

d. A Pair of Birds. 

e. Scalp Hunting, a game which may be played in 
the woods. 

6. Literature. 

The Christmas Tree, McHugh; Why the Pine Tree 

Keeps its Needles, The Little Fir Tree, Andersen. 

Things To Do, Games, Experiments, Movies 

Children like to engage in those activities which tie up 
with experiences outside of school. The Games, Experiments, 
and Things To Do, serve to interest the children in a very vital 
way. The child reads because he wants to find out what will 
happen when he performs the experiment. He also tests his 
ability to read by concrete results. Reading and doing go 
hand in hand. He finds that reading is like a problem in 
arithmetic. If he controls all the factors he gets a satis¬ 
factory answer. By such simple exercises as those indicated, 
with opportunity to test the reading material through action, 
respect for the printed work is established insofar as it cor¬ 
rectly interprets live situations to him; persistence is culti¬ 
vated and reading as reasoning takes on the semblance of 
habit. 


36 


A MANUAL FOR TEACHERS 


If a teacher should make the mistake of asking children to 
read without carrying ideas out into action, a good share of 
the value of the exercise is lost. Establish meanings through 
concrete experience. Children form the habit of looking for 
something that lies back of mere words. Words are fraught 
with meaning as they produce changes in behavior. The 
habit will carry over to other exercises of a different character. 
It is the habit of observation,—of careful scrutiny of words 
and their relationships, their meanings, calling for the ex¬ 
ercise of judgment, of relative worth of ideas and the emo¬ 
tional response'—which we are seeking to establish. This 
habit should be established first in the realm of simple every¬ 
day experiences, such as setting the table, a game, an experi¬ 
ment, like “The Raindrops.” 

Programs 

We are agreed that the school is preeminently a social in¬ 
stitution where children learn to work and play together in 
ways that prepare them for a broader citizenship outside of 
school. This being so, reading is an integral part of school 
activity, and an opportunity for practice in rational, social 
situations should be provided. In reading we socialize the 
situation by motivating the listening to stories read and also 
by providing for discussion groups, as well as dramatic club 
activities. 

Program making may be considered a socializing factor. 
It affords one of the means of motivating reviews and creating 
real needs in preparing for and participating in a particular 
event. The round of holidays gives a large opportunity for 
unifying or correlating the work around a central theme; 
often a series of lessons in history, geography, or civics, may 
be summarized through the medium of a program for a social 


occasion. 


OF THE LINCOLN READERS 


37 


The following programs are suggested by the selections in 
the Third Reader: 


The Months 

The Glad Holidays— (Colum¬ 
bus Bay, Thanksgiving 

Bay, Christmas, Little 
Pedro, May Day, Father 
Time.) 


Merry Animal Tales 
Our Friends, the Birds 
A Flag Day Program 
Hallowe’en 
A Pioneer Party 
Tales of Adventure 


See suggestions given for “Hallowe’en Program, page 73. 

Dramatization 

Dramatization transforms the atmosphere of everyday 
work into play. Children love to ‘ ‘ make believe. ’ ’ Let them 
work out pantomimes, or movie scenes, dramatic representa¬ 
tions of stories, or parts of stories which they read. Allow 
them to develop the scenes, settings, characters, the conversa¬ 
tion, and the costumes, if needed. 

In the texts a number of stories lend themselves to drama¬ 
tization, as “The Bell of Atri,” “The Flag Lady,” “Mary 
Ellen’s Wise Purchase.” Oral and silent reading are com¬ 
bined for a definite purpose. Children find it necessary now 
in order to make the play a success to practice reading and 
speaking parts. Standards are discussed and used as a means 
of measuring improvement. Mumbling tones, indistinct utter¬ 
ance, poor voice quality are recognized as detriments. Choice 
of words and acts which convey the characteristics of the 
character impersonated as well as manner in dress must stand 
the test of approval of the audience. 

As far as possible the little drama should be developed and 
supervised by the children themselves. The teacher should 
see that leading parts are scattered among all the pupils so 
that the poor and indifferent pupil may have an equal op¬ 
portunity with the others. It is well to plan to have an under- 


38 


A MANUAL FOR TEACHERS 


study for each part. Selection of children for the respective 
parts should be made by a vote of the class and children 
should be encouraged to play many parts. The teacher acts 
as an advisor and guide even in self-organized group work. 
A dramatic version may be worked out by the class in com¬ 
mittees under the direction of an older pupil giving oppor¬ 
tunity for exercise of initiative and originality and cooperation 
with others. At this age, few words and much dramatic 
action gives satisfaction. 

Selections suggested for dramatization: 

School Room Movies, Page 107, Third Reader 

What the Little Men Told Ted (Health Program) 

The Bell of Atri 

A Lesson on Birds 

Two Brass Kettles 

Little Pedro (Christmas Program) 

The Real Princess 
Mary Ellen’s Wise Purchase 
A Queer Dress for a Doll 
Too Much for a Whistle 
The Flag Lady 

Monologue—Impersonation of book characters. Add a bit of 
costume and tell story from different view points, as. 
Gazelle—Arab Girl 
Father—Arab and his Steed 
Mother—Service in the tent 
Camel Driver—Finding an Ostrich 

English 

Class compositions may be made by the class or committees 
under the direction of the teacher whereby directions for 
games, experiments, or other activities are simply and clearly 
given. A group report on “How We Played Three Deep” 


OF THE LINCOLN READERS 


39 


or “How We Made a Cake” is valuable in that the outline 
used in the composition is based upon actual performance. r 
Children can see that the success of each type of activity is 
determined by organization of facts. The necessity for orderly 
procedure is recognized by children as something living and 
vital and not dead and formal. Clearness, conciseness, coher¬ 
ence, and correctness in both oral and written composition 
gradually come to have some meaning or significance to them. 

Children may make class or group collections of poems, and 
stories related to the Seasonal Projects. Help them to find 
those suitable to their grade of interests and abilities. This 
material furnishes excellent reading matter as well as serving 
to set ideals of good English. 

Building a Live Vocabulary 

“A live vocabulary is one that is electric in its response 
to the call of thought. It is not a mob of words, but an army. 
It may be commanded; it is made up of choice expressions 
that are both alive and alert to spring to the firing line of 
language whenever need demands.” Driggs “Our Living 
Language. ’ ’ 

This is an important school service—to help children gain 
command of words which will serve them at time of need. 
To be most effective in conversation in social affairs, in busi¬ 
ness, or in public address one must have ability to use the 
keys of fitting expression. The vocabulary must be rich and 
ready to meet the varying daily needs. 

A live vocabulary is gained through contact with others 
who use speech effectively to convey ideas. Your ability to 
use the right word and your sensitiveness to the use and mis¬ 
use of words by others is most important in creating interest 
in the acquisition of new words. Your own example is a 
constant reminder to children, even though it may be ap¬ 
parently unconscious. 


40 


A MANUAL FOR TEACHERS 


Command of words and ideas are also gained from books. 
The habit of reading good books is very helpful. A vast num¬ 
ber of words are thus incorporated in the body of living 
speech. Extensive reading is therefore invaluable, but it is 
also necessary in reading selections to call attention to ex¬ 
amples of the right and fitting word in expressing an idea. 
When a child gropes for a correct word to correctly express 
an idea, supply it. The nice use of the word by one of the 
children should receive hearty commendation, and every means 
taken to encourage them in the use of new words until 
they have a familiar sound to the ear. Try using a new word 
each week, repeating it two or three times and note the results 
both with yourself and your children. 

Both reading and speaking vocabularies should be devel¬ 
oped together, but the ability to command words as fast as 
thought calls for them comes only by practice, and reading 

alone will not do that. As a child learns to talk by talking, so 

• 

also does he learn to use words by discrimination, by well 
directed practice. For this reason the Lincoln Readers place 
emphasis upon silent reading and discussion as a means to 
this end. 


The Game of Hunting Words 

One of the most fruitful and interesting exercises is that 
of finding synonyms. For example, “Willie had not 
noticed anything strange in Farmer Brown’s field,” and lead 
children to see how many different kinds of observation, or 
seeing can be indicated by using different words: Seen, per¬ 
ceived, observed, viewed, etc. Take “The dog limped away.” 
Try to find all the ways the dog might have gone, selecting 
words which change our idea of his going. Said is another 
much abused word. Find several synonyms for it: laughed, 
cajoled, growled, replied, etc. One author has used fifty-two 


OF THE.LINCOLN READERS 


41 


different words for this little word said, in less than two para¬ 
graphs, which is not likely to occur in the children’s text, but 
a word hunt for this; particular word should result in a 
happy variety which would vastly improve presentation of 
personal experience. 

Let children hunt for words, selecting the word which most 
exactly expresses what one has in mind. Make word lists 
containing synonyms and have the words used in phrases and 
sentences to indicate the shades of meaning conveyed. Change 
words in sentences and observe change in meaning. Give a 
paragraph underlining selected words and phrases and have 
children write the paragraph making change in the words, 
comparing with the original to note whether words chosen 
are sufficiently vivid to portray the thought. 

Compare the two paragraphs and decide which words the 
more correctly convey the picture. 

Another exercise such as the following may also be given: 

“The little boys had not gone far when Little Brother 
said, ‘Pedro, I hear someone crying.’ ” They listened again. 
Sure enough, from across the street came a pitiful whine. 
Pedro ran across and found a little black and white puppy 
shivering in the snow. ’ ’ 

“The little boys had gone no great distance when Little 
Brother whispered, ‘Pedro, I hear someone whimpering.’ 
Sure enough, from across the street came a sorrowful sound. 
Pedro ran across and found a little black and white puppy 
trembling with cold in the snow. ’ ’ 

Use, also, the elliptical sentence and paragraph as a test 
in the selection of the right word. Often give a list of words • 
from which to choose. See Circus Movies, p. 219, Fourth 
Reader. Groups of children may also select lists of words 
from which choice may be made by the class. Lse should be 
made of the text, and the dictionary as soon as the children 
have some familiarity with it. 


42 


A MANUAL FOR TEACHERS 


Word Associations 

According to various criteria, word associations are in¬ 
valuable aids in creating interest in words. Words describing 
sights, sounds, smells, time of day, night, boys, girls, animals, 
etc., words telling how, when, where, etc.; words naming whole 
and part, part and whole, etc.; words indicating action, etc., 
words suggested by an object or a picture, by a child’s act 
by silence, by noise, etc. Innumerable associations may be 
made in relation to stories read. One should try to find the 
happiest and most fruitful series which a particular lesson 
suggests, as, names and colors of candies, suggested by 
“Aunt Becky’s Candy Shop” tropical fruits, suggested by 
“The Date Palm” etc. 

Word associations incorporated in phrases are also 
sources of never ending delight: time, place, describing 
phrases; alliterations, similes, and metaphors collected by the 
children for various purposes and without learning the name 
of the type or kind to which it belongs. 

Classification of words according to phonetic association 
is also valuable. Allow children to hunt for words contain¬ 
ing phonic elements as ougJi, uff; ow, ougli, o; all words 
containing ie, or ei. A real affection for words, their appear¬ 
ance together with their meaning may be developed. It 
also serves to aid rapid recognition in reading and spelling. 
Usually in all this word work a specific time limit should be 
given, and a wholesome balance should be maintained be¬ 
tween word hunting and using words to express ideas in 
complete sentences, paragraphs, etc. 

My Own Word Book 

Children should be encouraged to make a collection of 
words independently, keeping this self-chosen list in “My 
Own Word Book.” A word may be selected from the reading 
or other lessons and entered in the book—one word a day if 


OF THE LINCOLN READERS 


43 


desired. The word chosen is one that represents to the child 
some individual preference, as one liked best, because one 
likes the sound, its appearance, its meaning, or because it 
meets a very present need in oral or written composition. 

In the lower grades chosen words may be illustrated by 
individual sketches or small pictures collected from various 
sources. A short period each week should be devoted to find 
out what words have been added to the list and to encourage 
the addition of others. “My Own Word Book” may also 
contain apt phrases, clever expressions, and happy terms, as 
a means of improving conversation around the tea table, on 
the street, and on the playground. Keep the work within 
the range and abilities and interests of the children, helping 
them to express their preferences without too freely imposing 
your choice upon them. 

It is important to instill into the minds of young children 
a desire to find and use the right word with which to make 
meanings clear and effective. We are told that Lincoln had 
a fine feeling for the fitness of words. It is said that slovenly, 
slipshod language annoyed him. He also had a habit which 
we might do well to imitate. He writes, “I never let an idea 
escape, but write it on a piece of paper and put it in a drawer. 
In this way I sometimes save my best thoughts on a subject.” 
Undoubtedly, this helped him to use simple, forceful lan¬ 
guage which we all can understand. 

The Use of the Dictionary 

Children should learn to locate words quickly. Such an 
exercise as the following will serve: 

Each child is supplied with a dictionary. At a given signal 
the teacher says, ‘'Find A, or M, or W.” The children open 
the books and turn quickly to the part containing A, or M, 
or W. Practice increases speed in locating letters of the 
alphabet. 


44 


A MANUAL FOR TEACHERS 


Children should leam to compare word meanings gained 
by context with meaning given in dictionary, as a means of 
verifying judgment. Later they may use the dictionary to 
find words and their meanings—not many at a time. Other 
exercises should be devised which cultivate the dictionary 
habit. 

Better Speech Club 

Inspire the children with the desire to possess a large 
number of words for daily use. Find other stimulating de¬ 
vices than that suggested above. A Better Speech Club may 
be of service in motivating individual effort. Talking about 
words ceases to be a bore. The meanings of words are gath¬ 
ered from the context, usually. Pupils in the third grade are 
taught how to use the glossary in the text and late in the year 
how to use the dictionary in a very simple manner. Encour¬ 
age memorizing of beautiful passages from choice prose and 
poetry which children enjoy. Make use of the suggestions 
given for Better Speech Week which occurs annually. 

A Discussion Club 

Discussion clarifies thought. It helps to form public 
opinion. It is our duty to stimulate thought which leads to 
right action. 

Throughout the Lincoln Readers, the idea of a Discussion 
Club is emphasized. The socialized recitation facilitates 
wholesome discussion. The introductory setting with its 
simple problem, questions and helps to study, aids the children 
to conduct personal investigations; and small discussion 
groups with a group leader give opportunity for reproduc¬ 
tion of content, weighing of values and expression of inde¬ 
pendent opinion. Special occasions, such as sharing a 
valuable experience with another class or group, morning 
exercises or assemblies, school societies and public programs, 
provide opportunity for reports of readings, results of dis- 


OF THE LINCOLN READERS 


45 


cussion formulated in oral or written compositions, even 
debates, or dramas and sometimes movie sketches, all con¬ 
ducted in simple fashion in keeping with the age-grade 
abilities of the learners. 

The organization of a Discussion Club composed of various 
small groups is worthy of consideration. In a rural school, 
an older boy or girl could become an advisor to the chairman 
or leader of the group; indeed, a Discussion Club might be 
organized around a project of common interest to children )f 
varying ages. Such an organization yields valuable results. 

Pleasure Reading Club 

A Pleasure Reading Club for little third grade children 
is a fruitful means of stimulating reading. By means of 
well directed silent reading, stimulated and encouraged and 
supervised under teacher’s guidance, taste for the right kind 
of books can be developed. Children may have very decided 
tastes developing, though at this age they are more alike than 
unlike. The teacher should judiciously guide and stimulate 
interest in good reading material—the kind that builds ideals 
worthy of little citizens of America. Select that which is 
best, that which is useful, and that which is enjoyable. Mix 
the fun with the serious. Keep a well-balanced growing 
library for little folks of third grade. 

This library must be a joy and a store house of desirable 
books, and its use a privilege father than a duty. Select such 
material as will satisfy “individual interests and give pleas¬ 
ure.” Exclude much of the usual “supplementary reading” 
from the list for the Pleasure Reading Club. Use the 
supplementary material for intensive study and discussion. 

Supervision and Checking Essential 

Devise a library card which will indicate the books read, 
the time it takes to read, and its approximate number of 
pages. The pupil will be interested in keeping his own 
record. 


46 


A MANUAL FOR TEACHERS 


Reading Record of _School 


Grade 

Title of Book or Article 

Author 

Approx. 

No. Pages 

Approx. Time 
(minutes) of 
reading. 

1 






Note the increase in rate as the year advances. 


How to Use Reference Material 

Children should have some knowledge of a library and the 
helps to study which are provided for the old and young. 
Third grade children can be introduced to the library card, 
the card index, reference books, and indices. They can be 
encouraged to recognize and use to a limited extent, notes, 
index, glossary, chapter headings, at first in their own book, 
and then in other books. The following exercises are helpful: 

1. Direct attention to book, title, author, illustrator, pub¬ 
lisher, date published, table of contents. Develop skill in 
finding titles in table of contents. 

2. Direct attention to differences in same story as told 
in different books. Note: Have silent reading of different 
versions of a story which has been previously developed. 

3. Direct attention to interesting books to be read inde¬ 
pendently on some project or problem. Use the references to 
“Other Selections” for the purpose. 

4. Complete training in finding answers to specific ques¬ 
tion by scanning pages quickly. Train in finding paragraphs 
quickly. 
























OF THE LINCOLN READERS 


47 


How to Read Reference Material 

This work may be extended in the middle and upper 
grades until children become proficient in handling books 
for various purposes. More attention should be given to 
training pupils how to read reference material. Suggestions 
for improving this t} r pe of reading skill are scattered through¬ 
out the Lincoln series. For example : 

1. A reason, or motive for reading, well defined in the 
mind of the reader. If I am gathering data for a lecture, I 
read and select with the thought of my subject and my 
audience in mind. If I am to add something other than that 
given in the text, again I read and select in response to a 
particular situation or need. Hence, the need for a well 
defined motive at the outset. 

2. Comprehension, organization, and retention of ideas 
through the medium of the question, the naming of para¬ 
graphs, outlines, brief summaries, and selection of guide words 
and phrases which more exactly convey the ideas gained. 

3. The use of time pressure is important in training chil¬ 
dren in the habit of reading quickly and accurately as well 
as thoughtfully. 

Use of Illustrative Material 

The illustrations scattered throughout the texts should be 
used to increase interest in the reading material. They help 
to create more vivid imagery when mere words fail to do so. 
Illustrations made by the children themselves are invaluable 
in helping them to read with discrimination and to picture 
mentally that which the words convey. Story telling drawing 
is a source of delight to younger children and to children of 
the third grade; pupils a little older have become somewhat 
self-conscious in graphic expression and are not so free and 
spontaneous, but some pleasure is felt when this type of work 


48 


A MANUAL FOR TEACHERS 


is occasionally given together with some written work as it 
should be in these grades. 

Pictures from other sources to illustrate various subjects 
are a source of never ending delight. Small ones may be used 
for individual written reports while those of reasonable size 
may be made into group or class booklets. Posters and 
booklets illustrating any one of the projects may be made by 
the class for exhibit and for exchange service with other 
grades. 

Other types of illustrative material should be available 
such as is found in current magazines, daily newspaper, also 
worn out and discarded text books, old geographies and 
histories. These pictures should be mounted on paper of 
uniform size, classified, and kept in manila envelopes or 
filing cases ready for daily use. The pictorial library should 
become a regular part of the school equipment, equally im¬ 
portant as a means of visual education as the books in the 
library. 

Cultivating the Reading Habit 

Encourage reading correlated selections from other read¬ 
ers, and other books for children to which constant reference 
is made in the text. Give credits for home reading and for 
books read from the library. Post on the bulletin board or in a 
conspicuous place the names of pupils who are doing the best 
outside reading. Help the children to maintain a balance 
between real reading and doing. Some children read too 
much while others read too little, and many who read in 
cursory fashion become dissipated and do not learn to digest 
and make use of what is read. There is need, even at this 
early age, to instill the idea that we read in order that we may 
think with another, his thoughts serving to stimulate our own 
thinking. To find out what I think, I read what others have 
thought before me. I talk with others and in the discussion 


OF THE LINCOLN READERS 


49 


1 arrive at some decision, some opinion is formed, and possibly 
expressed, modified by the common judgment of the group. 

The Teacher and Her Reading 

Become familiar with the best books for children by read¬ 
ing them. Be ready to recommend books to parents. Know 
the best books for your children and know why they are 
good. All teachers should also read more for their own 
pleasure, more for their own coming duties as voters, more 
current events, more history, more, science. The resourceful, 
cultivated teacher is the only one who can effectively direct 
this kind of work. The seasonal projects in the Lincoln 
Readers demand a wide reading experience in the respective 
fields of interest both by the teacher and the children. 

STANDARDIZED AND IMPROVISED TESTS 

There is no necessity to discuss whether we will or will 
not use tests. We are using them. The test is one means of 
knowing what the child has gained and what he still has to 
accomplish according to present standards; but unless we 
use it for this purpose, it fails to serve the best interests of 
children. We call this making a diagnosis, and the test 
becomes a kind of measuring rod to determine reading ability. 

We may indicate the kinds of tests as scientific or stand¬ 
ardized tests, and informal or improvised tests invented by 
the teacher. These last are usually based upon the scientific 
tests and are used for the purpose of checking results from 
time to time. Tests serve the following purposes: 

1. They apply as a type of intelligence test, 

2. They furnish a basis for dividing a class into superior 
and inferior groups according to ability. 

3. They release superior groups from unnecessary drill 
and give opportunity for extension reading at their own rate. 


% 


50 


A MANUAL FOR TEACHERS 


4. They give teachers an opportunity to provide for in¬ 
dividual differences of children: more drill, more illustration, 
and more explanation for slow children. 

5. They save both teacher’s and children’s time and 
patience. 


I. TYPES OF INFORMAL TESTS 
1. One Minute Test for Speed and Comprehension 

The teacher selects a passage that will present no verbal 
difficulties, preferably new material. At a given signal, the 
children begin reading, and wdien the minute is up, they draw 
a circle around the last word read. They answer on paper the 
questions on the content of what was read, or they may try to 
reproduce it. Count the number of points in the selection 
read and check the number made by each pupil. This will 
give his rate of comprehension. Let each child count the 
number of words read to get his score per minute. Place 
the scores in rate of speed and scores in comprehension on the 
board in the order of their place and find the median score 
for each by finding the middle point in the number of cases. 
Thus: 


Bate 

100 

95 

85..Median, 85* 

70 

60 


C om prehension 
8 

7.5 

6..Median, 6* 
5 
3 
2 


Illustration —The Little Wanderers, p. 209, Third Reader 


* Note. Median and average do not always coincide. To find the 
median, arrange the rates in a column in descending order. The middle 
point in the column is the median. 


OF THE LINCOLN READERS 


51 


Directions for the test: 

1. Turn to the Table of Contents and locate The Little 

Wanderers. 

2. Open the book to page 209. Holding your fingers 

between the pages, close the book. 

3. At a given signal open the book and begin to read the 

story. Read as rapidly and as thoughtfully as you 
can. At the end of two minutes the books will be 
closed. 

4. Questions previously written on the blackboard are 

exposed to view. Ask children to read them. This 
will take a minute. 

5. At a given signal all may begin to write answers, 

using words, phrases, or sentences as needed. Allow 
ten minutes for this work. 

6. Exchange papers, pupils checking and scoring the 

work. Indicate the scores on the blackboard in 
ascending ratio. Find the median score for the 
class. At least 50% of the answers should be cor¬ 
rect. Failure to do this necessitates a second trial 
after more practice in this- same type of work has 
been given. 

Questions: 

1. Who lived in a far away country? 

2. Underline the word which tells about the king and 

queen: Happy, sad, unhappy, sorrowful, joyous. 

3. Why did they feel so ? 

4. What time of the year was it when something pleasant 

happened? 

5. What two things tell you this? 

6. What did the little girl have in her arms? 

7. Where was she sitting? 

8. What did the little girl say? 


52 


A MANUAL FOR TEACHERS 


9. What did the king* and queen agree to do? 

10. Where did the children live then? 

11. What kind of a time did they have? 

12. Who called them Little Wanderers? 

At least six of the answers should be correct. 

2. Performance Test 

Illustration —Schoolroom Movies, p. 107, Third Reader 

Directions for giving the test: 

At a given signal all begin to read Number 1. At end of 
30 seconds all books are closed and one child is chosen to 
become the little actor. Both children and teacher check on 
the number of points made. Number 1 calls for six. (See 
Checks upon Comprehension, page 15). The best actor is 
the one who is able to interpret in action more than half the 
points indicated. 

See also, pp. 232, Third Reader; and pp. 10,. 219, Fourth 
Reader. 


3. Association Test 

a. Word associations according to various criteria, as 
sound, action, name, quality, etc. 

Illustration —Exercise, p.*141, Third Reader 

Directions: Set a given time limit. The children making 
the highest score are those who are able to recall words 
quickly and are also able to spell them. Score on the number 
of words written correctly. 

b. Association of ideas. 

Illustrations —Riddles, pp. 33, 47, 70, 77, 125, 249, Third 
Reader 

Directions: At a given signal have the children read the 
stanza. At the end of a minute ask each one to record his 
‘ * guess. ’ ’ Failure to make the association, necessitates trying 
another, and then returning to this one again. 


OF THE LINCOLN READERS 


53 


At the end of the year take up all the riddles as a final 
test of comprehension. See below. 

9 

4. Comprehension Test 
Illustration —Teeny Tiny, p. 144, Third Reader 

Directions: Read the story once, thinking as you read. 
Read it again, if you wish to do so. 

Close books. Read questions which are on the blackboard. 
Indicate numbers on your paper in the same order as the 
questions are numbered. Write answers to the questions, as 
number 1 after your number 1, etc. Answer in one word, a 
phrase, or a sentence. 

There are ten points. If a pupil fails to make 50%, he 
should read the selection again within a week, and try again. 
A second and third trial within a month is recommended. 

Questions 

1. Where did Teeny Tiny live? 

2. With whom did she live? 

3. What color was Teeny Tiny? 

4. What was in the pan on the floor? 

5. How did Teeny Tiny get into the pan? 

6. What did she do there? 

7. What did the little chicks call her? 

8. What did Mother Hen say? 

9. What did they all do? 

10. What color is the meal? 

Follow similar directions in giving any comprehension test. 
See also “The Little Wanderers,” p. 209 and “The Life 
of an Ant,” p. 198. 

5. Memory Test 

Illustration —The Garden, p. 193, Third Reader; p. 97, Fourth 
Reader 

Steps to observe: 

Read the stanza through to get the meaning. 


54 


A MANUAL FOR TEACHERS 


Read it again to get the picture and the swing of the lines. 
Read again and note the words at the beginning and end of 
each verse—the key words and rhyme words. 

Close book and repeat. Sometimes close eyes and shut out 
every thing else. This will help you to remember. Con¬ 
centrate. 

Any of the poems may be similarly used for testing 
memorization. 


6. Judgment Test 

Illustration —What Season, p. 103; An Old Woman, p. 174, 
Third Reader 

This is one type of recognition test. It may also be termed 
a comprehension test. Comprehension of the facts given leads 
to an expression of judgment. 

How to Know Cotton from Wool, p. 154; How to Know 
Linen from Cotton, p. 155; The Last Word, p. 159 and other 
selections may be used for this purpose. See also Fourth 
Reader, pp. 9, 16, 30, 85, 140. 

7. Completion Test 

Illustration —The Circus Parade, p. 129, Third Reader 

This is an illustration of an excellent type of written 
work by which to test the child’s comprehension of ideas, and 
correct use of words. 

8. Recognition or Elimination Test 
Illustration —A Plucky Boy, p. 126, Third Reader 

A list of words, a sentence, or a paragraph, containing 
some word or idea which needs to be eliminated calls for dis¬ 
crimination and judgment, as well as comprehension of ideas. 

In exercises (a) and (b) below certain words appear which 
are not in the text. Underline the words or phrases which need 
to be eliminated. 

(a) U. S. Grant 


OF THE LINCOLN READERS 


55 


President of the United States 
a good story teller 
a quitter 
plucky rider 

(b) “ Around the ring the pony ran, bucking and jumping, 
prancing and dancing, tossing himself first to one side and 
then to the other, but the plucky boy stuck on.” 

See, also, ‘'Things To Do,” p. 99, Third Reader 

9. True-False Test Yes-No Test 

(Types of Judgment Tests) 

Devise a paragraph test as follows: 

Illustration —Two Brass Kettles, p. 87, Third Reader 
Directions for giving the test. 

Ask the children to read the first paragraph. Note the 
number of sentences and the number of ideas. Place upon the 
blackboard three statements one of which is false. Ask chi 1 
dren to tell which are true, which untrue. Continue with other 
paragraphs in the same manner. Check by writing the words 
true or false. 

1. Two brass kettles lived in a museum. 

2. They were small kettles, as small as mother’s iron pot, 
and stood right side up at one end of the room. 

3. Their story was an interesting one. 

II. STANDARDIZED TESTS* 

Standardized tests should be used at least thrice a year— 
at the beginning, middle, and close. The following are 
recommended: 

Kircher’s Reading and Vocabulary Test. Eau Claire Book 
and Stationery Co., Eau Claire, Wisconsin. 

*Note. —Secure sample copies of one or more of the Standardized 
Tests and use the types of work indicated in devising exercises and 
informal tests similar to those given above. Follow directions explicitly 
both in presenting and checking results. 


A MANUAL FOR TEACHERS 


56 


The Kansas Silent Reading Test. Bureau of Educational 
Measurements and Standards. Kansas State Normal 
School, Emporia, Kansas. 

Monroe’s Standardized Silent Reading Tests. Indiana Uni¬ 
versity, Bloomington, Indiana. 

Thorndyke-McCall Silent Reading Test. Teachers College, 
Columbia University, New York City. 

Avres-Burgess Silent Reading Test. Russell Sage Founda¬ 
tion, New York City. 


RECORDS AND GRAPHS 

Speed and Comprehension Hecord 


Name 

Sept. 

Jan. 

May 

Gain 

Edward 

120/V 

13 6/VI 

160/VIII 

40/III 

Mary 






Explanation. According to the above record Edward had a 
reading rate of 120 words per minute in September; in May, 
160 words. Hence he made a gain of 40 words per minute. 
His comprehension was five points in September and eight in 
May—a gain of three points or 60% for the year. 

Individual Graph Stairsteps Becord 




Note.—B oth records may be kept on the same graph, or stairsteps, 
by using black ink for comprehension and red ink for speed. 



































OF THE LINCOLN READERS 


57 


REMEDIAL EXERCISES 

Remedial exercises to improve speed and comprehension 
in silent reading. 

1. To improve the child’s ability to recognize words quick¬ 
ly, various devices are used: “flash drills” of words, phrases, 
and sentences, placed on blackboard or manila sheets or cards; 
also on small manila cards. Arrange phrases of increasing 
difficulty in sets with five or more to a set and keep a record 
of the responses, passing from set number 1 to set number 
2, etc., only when skill has been secured. Make sets of phrases 
which include the difficulties common to the group needing 
drill, e. g. time, place, descriptive phrases; phrases of com¬ 
parison, opposite qualities, etc. 

2. To improve the child’s ability to recognize under- 
potent words, arrange phrase drills upon such phrases as “in 
the chair,” “on the table,” “one of them,” “if we go,” etc. 

3. To improve the child’s ability to quickly scan a line 
give short time exposures of word, phrase, and sentences upon 
blackboard, cards, and from book. Train children to get 
“eye fulls” of words by short time exposures on selected 
paragraphs on cards or from the text. Test both recognition 
of words and retention of ideas. 

4. To improve the child’s ability to comprehend mean¬ 
ings, train in getting the thought from the context, finding 
synonyms, through frequent classification of words, and in 
the use of the glossary as the first step toward dictionary 
study. 

5. To overcome inability to get thought content. Select 
a paragraph from the text, or arrange a number of para¬ 
graphs for individual study upon manila cards. Place ques¬ 
tions upon the back to be answered after a single reading— 
after a second reading, asking pupil to check his errors and 
rate his own score. Suggestions are given on page 15. 


58 


A MANUAL FOR TEACHERS 


6. To overcome tlie inability to select main ideas in a 
paragraph or story. Arrange single paragraphs or parts of 
story on cards. On back of card indicate briefly the main 
ideas and the subtopics of the selection. Underscore the main 
ideas. 

Direct children as follows: “Read as carefully and as 
quickly as you can. Write down the main points of the story. 
Turn over the card and see if what you have written matches 
those given on the card. The main points are underscored. 
When you have correctly matched a point, score yourself 
five. Read the paragraph again. Write down the points 
which explain or tell about the main idea. Turn over the card 
to see if what you have written matches the subtopics. If 
you have matched a point, score yourself one. (Each main 
point scores five, each subtopic one.) 

7. To overcome inability to comprehend and reproduce. 

Use short prose selections, short fables, short stories, pref¬ 
erably jokes, incidents, and pithy paragraphs. Direct children 
as follows: Read carefully and quickly and but once. After 
you have read it, write the story. If you cannot remember 
the words in the story, use your own words. (Questions may 
be placed upon the back of the card to help the child to recall 
the story.) An outline, guide words, and the key word in 
each sentence may also be given as aids. 

8. To improve the ability to remember what is read. 

Frequency and recency of recall, until main ideas are 
fixed, then a recall after a lapse of time to test the retention 
,of ideas is absolutely essential. Therefore, opportunity should 
be provided for reviews through social programs, through 
class plays, and debates and story-telling clubs. 


OF THE LINCOLN READERS 


59 


PROVISION FOR INDIVIDUAL DIFFERENCES IN 

TEACHING READING 

How to adapt reading instruction to the variation in in¬ 
dividual needs is a problem which confronts every teacher. 
The following suggestions are gathered from many sources: 

1. Arranging pupils into small groups according to 

ability. 

2. Encouraging children to read voluntarily in free 
periods. 

3. Testing intelligence of children to determine what is 
fair to expect of them. 

4. Testing rate and comprehension at regular intervals 
to determine rate of progress. 

5. Specific help for individual defects, carefully admin¬ 
istered when the teacher is sure that the diagnosis is correct. 

6. Drills on sight words, phonics, phrases, comprehension 
and organization of ideas should be given to groups as needed, 
avoiding needless waste through mass drills. 

7. Comprehension of content strengthened by paragraph 
study, using cards with paragraph on one side and questions- 
on the other. 

8. Home reading with a plan devised for checking results. 

9. Assignments of work according to ability. 

10. Drills to increase rate. 

11. Recording errors of children and applying remedial 

work. 


60 


A MANUAL FOR TEACHERS 


READING PROCEDURES 

While each type of reading material calls for a different 
treatment, there are in most of the study lessons a number of 
elements common to all of them. Generally speaking, the first 
thing the teacher determines is What ability needs exercise? 
The second is What material is best suited to this purpose? 
Having determined these two points, her preparation and her 
work with the children would follow the general outline given 
below: 

Teacher’s aim or purpose: to develop rate or compre¬ 
hension, or some particular reading ability. 

1. Motivation: to arouse interest, create atmosphere, give 
proper “mind set.” 

2. State the problem: children’s problem stated in terms 
of their particular needs and interests. 

3. Eradicate children’s difficulties—words, phrases, 
chiefly. 

4. Read silently in accordance with teacher’s directions. 

5. Individuals report on paragraphs, part of story, or 
whole story. 

6. Questions by children; expression of judgment, etc. 

7. Summary: oral, occasionally written on blackboard in 
form of outline. 

8. Children propose the next problem. 

9. Evaluate their work and plan for improvement. 

10. Assignment for further study. 


OF .THE LINCOLN READERS 


61 


SUGGESTED LESSON PLANS 
Types of Procedure 

THE BOY AND HIS BOOK—p. 1, Third Reader 

Teacher’s aim—To find out how well children can read at the 
beginning of the school year and to determine what shall be 
done to increase rate and comprehension. 

Creating atmosphere 

Perhaps you have already looked at the outside of your 
book and found its name in gold letters. You have glanced 
at the Table of Contents and found the title or name of the 
very first story on page 1. Turn the page. Just opposite you 
find a picture. Look closely at the picture. What is the boy 
doing? Where is he? What words are underneath the pic¬ 
ture? Is that what you are doing? Would you like to read 
about this boy ? 

Setting the problem 

Let us read to find out how well we can read this story. 

Procedure 

You may read to yourself. When you come to a word you 
do not know, I will help you. I will keep a list of the words 
you need to-day. You may read the first paragraph. When 
you finish, think about what you have read. If you know the 
words, you can get the thought. Then we can talk about it. I 
will help you with questions. Who was this boy? Where did 
he live ? What kind of a house did he live in ? What would 
you not find in the log cabins? Who taught him to read? 

Place on the board these phrases for drill, if the class 
needs help with vocabulary: very few books, log cabins , back- 
woods settlement, there were, how to read and understand' the 
printed page . 


62 


A MANUAL FOR TEACHERS 


The children realize their own need so that vocabulary 
drills are motivated. Read the next paragraph in the same 
way, letting the children find out how the boy Lincoln learned 
new words from the lesson. What did Abraham Lincoln 
read? How did he learn to read? 

Seatwork 

Draw or cut a wooden shovel and write upon it six impor¬ 
tant words from the lesson. How did he learn to read? 
What did Abraham Lincoln read? 

THE OLD LION—p. 2, Third Reader 

Purpose of lesson 

Developing the ability to organize the main points under 
large headings—to outline. 

Creating interest in the story 

The pictures and the short discussion of nicknames given 
in the text furnish the cue for a brief discussion of nicknames 
common to members of the class and why so named. 

Problem 

Set by children, if possible: Who was this man and why 
was he given this nickname? 

Procedure 

a. Read to find out who this man was. As soon as you 
know, look up. 

b. The first paragraph tells what kind of a man he was. 
Look up as soon as you find out. Shall I write it on the 
board ? 

Teacher writes: A great man, or a remarkable man. 
What three things did he do? Which of these do you 
think most remarkable? 

c. Read next and succeeding paragraphs, helping chil- 


OF THE LINCOLN READERS 


63 


dren to find the central thought in each, to name it, writing it 
upon the blackboard, when accepted by the class. Question 
for details which help to support the main heading or central 
point. 

d. Retell story from the outline. Five children may tell 
it in relay, securing audience participation by having them 
check the storyteller in case of any overlapping or omissions. 

e. A part of this story may be read orally. One member 
of the class may choose two children to take the part of Mr. 
Roosevelt and his son. 

f. To increase the rate and comprehension of some mem¬ 
bers of the class, additional drill upon phrases will be neces¬ 
sary.’ 

The following are suggested: President of the United 
States, hunted lions and other wild animals in Africa, health 
exercises every day, beautiful country places, roamed through 
the woods, through the shady lanes, always interested, 
grouped around him. 

Questions may be given both orally and in writing since 
both eye and ear appeal are important. 

Seatwork 

Write the outline from the blackboard. Read the story 
again, thinking about each part, and preparing to tell the 
story at home so mother or father will enjoy hearing it told. 

Make a list of the phrases which tell how to make a boy 
or girl grow strong. The entire class may engage in making 
a collection of pictures which illustrate wholesome health 
habits. Mount and label the pictures to illustrate health talks 
or to use in making posters, etc. 


64 


A MANUAL FOR TEACHERS 


SCALP HUNTING—p. 5, Third Reader 

Purpose of lesson 

Developing the ability to comprehend, organize, and re¬ 
tain ideas for a specific purpose. As far as the children are 
concerned they want to find out how to play this game. The 
true test of their ability to read and interpret is in the playing 
of the game correctly. 

Creating atmosphere 

Discuss both words of the title, their meaning, and 
whether hunting games of any kind have been played by the 
group. 

Procedure 

The word scalp is associated with what? Indians? Very 
well, scan the first paragraph and find two names that prove 
this. If they are Indians, where will they play? Glance 
quickly down the page and locate the place, etc. 

Start at the beginning and read carefully, slowly. Make 
a diagram or picture as you read, showing each step. You 
may label your pictures using words and phrases, when nec¬ 
essary. 

Write on the blackboard the sentence which tells who wins 
the game. The first one to do so is the most rapid reader in 
the class. 

* 

Between recitation periods 

Test comprehension by having the game played, return¬ 
ing to the text to verify statements and procedure. Prepare 
the articles needed in playing the game. 


OF THE LINCOLN READERS 


65 


THE COUNTY FAIR— p. 6, Third Reader. 

(First Lesson in Outlining—teaching children the meaning 

of a thought unit.)* 

Purpose 

The ability to organize under essential headings—to out¬ 
line. 

Motivation and Problem 

Discussion of fairs, their purpose, the exhibits, etc. 
“This is a story which tells what a good time four cousins 
had at a fair. Do you want to read it?” 

1. Eradication of word or thought difficulties. 

2. Read the entire story silently. 

3. Turn to the outline on page 11 of the text. 

4. Say to the children: ‘ ‘ The outline is a short way of 
telling the story. Read from the beginning to the point where 
the story stops telling about Going to the Fair and begins to 
tell about Meeting at the Gate. 

5. Proceed in like manner to discover the beginning and 
end of each thought unit in the outline. 

Results 

Teaching the meaning of thought units. 

Further Assignment 

1. Show the children how to select sub-topics as indicated 
in the second half of the outline. 

UNCLE SAM—p. 12, Third Reader 

Motivating the silent reading 

The picture, and the accompanying words in the open¬ 
ing paragraph, lead the children to read with definite purpose. 
The purpose you have in mind is that of reading and reten¬ 
tion. 

* By thought unit is meant such portions of a selection as deal with 
a general idea. It may include one or more paragTaphs or parts of 
paragraphs. 


66 


A MANUAL FOR TEACHERS 


Procedure 

Children read through as quickly as possible the Safety 
First Rules. Give directions for work: Close book and think 
them through. Try to give one, two, three or more. Read 
again, if you cannot recall them. Form the habit of remember¬ 
ing what you read. Look again and choose the one you need 
to observe or practice. 

Read the rest of the story. Ask a question on each para¬ 
graph which brings out the central thought. 

Drill, if needed, upon the following phrases: through the 
voice of the policeman, other officers of the city and country, 
keep away from dangerous places, strong and healthy, good, 
useful citizens, become crippled. 

Writing a dialogue 

On paper or on blackboard write the characters—Uncle 
Sam, boys and girls, policeman, etc. Write what each one of 
these characters says to Uncle Sam as: 

‘'Uncle Sam, I should like to hear from my helpers to-day. 
Ah! Here they come. Enter boys and girls. What news do 
you bring, lads and lassies?” 

Boys: “Rules, Uncle Sam!” 

Girls : “Yes, rules, Uncle! Not all the boys and girls know 
them. ? ’ 

“ Little Susan will cross right in the middle of the street, 
even though we tell her to go to the crossing.” 

Policeman: “But I am there to help little girls. She will 
soon learn.” 

.Uncle Sam: “Be careful, be cautious, be safe. That is a 
good rule for me, a good rule for you, for everybody. Do 
you know the others, my children?” 

Children: “Oh, yes, yes! Let us say them for Uncle.” 
(Children repeat them, one after the other). 

Copy in notebook, adding something more. Illustrate with 
pictures. 


OF THE LINCOLN READERS 


67 


AN EXCURSION—page 14, Third Reader 

The introduction 

The primary object of all the introductory paragraphs 
is to prepare the way for what is to come, to awaken an inter¬ 
est in the reading through recall of previous experiences of the 
individual or the group. 

The problem 

Help the children to discover it. Have one child read it 
to the class. 

Procedure 

Use the questions of the text after the children have read 
the entire story. Set a time limit if you wish to stress rate, 
about five minutes. Work out on the blackboard a plan for an 
excursion including some game to sharpen close observation. 
Plan to increase rate, to improve comprehension, and organi¬ 
zation. Improve retention by having children who first com¬ 
plete the reading make a list from memory of the trees men¬ 
tioned. 

Between recitation periods 

Have children list five trees, five bushes, five plants which 
they know at sight. Choose one from each group and write 
three facts about each. See also the text for suggestions. 

Results 

An increasing ability to read rapidly and thoughtfully, to 
organize facts gained in ways that make them usable, as the 
plan for the excursion, lists, etc. An appreciation of the 
facts gained and a desire to read some of the selections given. 


08 


A MANUAL FOR TEACHERS 


LITTLE GAZELLE—p. 18, Third Reader. 

Creating atmosphere 

The illustration and introductory paragraph are admirable 
aids. Note again the problem that is set for the children; 
think how her day differs from yours; do something—make a 
picture of the part enjoyed most. 

Procedure 

Have the children turn to the Study Helps or Questions. 
Read the names of the three parts of the story. Let the chil¬ 
dren decide whether they will work under time limit or not. 
Let them glance quickly at each paragraph to discover any 
strange or unusual words. Anticipate their needs—meaning 
of tossed uneasily, very anxious, across the desert, several 
days, etc. Find other words to express the same idea, etc. 

Conversation and discussion 

After reading each part, add other questions to those 
already given in text. Strengthen the social situation by hav¬ 
ing children give questions, helpful criticism of English 
expression and facts presented, verifying by further reading, 
if necessary. 

A summary of each part may be given by three pupils, each 
one taking a character part, as Gazelle’s story of moving day; 
The Arab’s story of the journey; The mother serving supper, 
etc. 

Between recitation periods 

Story telling pictures of life in the desert made by one 
half the children—the other half making pictures showing 
moving day at home, serving food, etc. Choose one part and 
write a short paragraph using some of the words found in the 
text, and taking care to use capitals and periods correctly. 
Read other selections and make a report to the class. 


OF THE LINCOLN READERS 


69 


THE BELL OF ATRI—p. 24, Third Reader. 

Piquing the curiosity 

Arouse interest in the title, and increase interest by hav¬ 
ing children read the introduction. One might also use a 
picture of a little Italian town on a hill side as a ‘ ‘ suggestor ’’ 
having children imagine what might have happened to a bell 
and a horse in that little town. A simple problem is given 
in the introduction to which another may be added; not only 
finding another name for the story, but getting ready to play 
it. 

Problem for the teacher 

How to increase the children’s ability to comprehend the 
essential thoughts of the story and to appreciate the civic 
ideals presented so they will really function in their daily 
lives. 

Procedure 

The questions and assignment in the text give suggestive 
treatment, not only for thought getting, but also for thought 
sharing, and other expressive activities as well. The making 
of the drama might be placed in the hands of a committee 
who would choose the characters, improvise the speeches, etc., 
or a simple beginning may be made by the teacher as a 
blackboard assignment having children complete the first 
scene by adding the words of the herald, the king or the 
people, etc. 

Assignment to meet the individual needs: Children of ex¬ 
ceptional ability may try to read Longfellow’s poem from 
which this story is taken. Another group may look for 
stories of horses and place a bibliography on the board for 
others, while another group may still continue further study 
on the selection in the text, under pupil leadership, reading 
it aloud, if need be, or reading and discussing each paragraph 
or part again. 


70 


A MANUAL FOR TEACHERS 


A SUN DIAL—p. 29, Third Reader. 

Specific purpose in the pupil’s reading 

Simple experiments have a distinct value in helping chil¬ 
dren to know whether they can really comprehend what they 
find on the printed page, also to know whether they can read 
as fast as they should; because if one is to make something, he 
has to learn to use time wisely. The housewife, who plans to 
make a cake for the family, reads quickly, evaluates the con¬ 
tents of both the recipe and her larder, and works definitely 
to produce a delectable cake. Likewise the children engage 
in reading and doing. This selection is therefore, a testing 
lesson—the test of comprehension being the ability to do what 
is required in assembling material and producing the product. 
A few leading questions are given to assist the children, but 
these should be given only when the majority of the class 
have failed. Try this experiment as a test of the ability to 
comprehend and to carry out into action what is required. 
The true test of an experiment is whether you can get the 
right answer—whether, as in this case, it will work. 

This lesson may have to be continued as a seat assignment 
or as a problem to be solved outside of school. Assistance may 
be given with vocabulary after a trial has been made, but 
allow children to work at it independently, if possible, and 
compare results. 

COLUMBUS AND THE EGG—p. 31, Third Reader. 

Motivating silent reading 

The introductory note gives a definite problem in compre¬ 
hension and in organization, though as far as the children are 
concerned they are only reading to make a play in two scenes 
or acts. Often, indeed more often than not, the teacher’s 
purpose is quite different from the children’s, but at all times 
she aims to link her own with theirs in rational and reasonable 


OF THE LINCOLN READERS 


71 


ways. By that is meant ways that appeal to children without 
being too pedantic or “dragged in,” as it were. Children are 
already familiar with some facts concerning Columbus which 
they may utilize to advantage in a play. They may refresh 
their memories with reading something familiar, as well as 
something new. 

Procedure 

Use the questions in the text to direct attention to the main 
points in each paragraph. Give others which bring out sup¬ 
porting details. Help children to visualize each scene. Have 
them dramatize each part, as 

I. The little boy on the wharf, sailors about, talking 
to them, etc. 

II. The sailors talking together after their return from 
India. LTnloading boxes of tea, etc. 

III. Columbus and the globe—talking about the earth as 
round and not flat, etc. 

Continue with each paragraph until each picture and the 
conversation is defined. Let children choose the parts de¬ 
sirable for their play as well as the persons for the different 
characters. 

The true test of comprehension is what you can do with 
what has been gained. 

Correlated reading 

Use the selections given in the text. Find others. For 
the accelerated group, let them try to read one stanza of 
“Sail On” by Joaquin Miller. 

Learning to use a map and globe 

Some of the children, who have gained an idea of places 
far away, may be able to locate on a map the continent, 
Europe, the country Italy, and possibly Genoa (with the 
teacher’s help). Appoint a committee for this purpose using 


72 


A MANUAL FOR TEACHERS 


large maps with names of places well defined. They might 
also locate Atlantic Ocean, Mediterranean Sea, India, and the 
West Indies. 

Correlated drawing and cutting 

There is always some one in the class who could cut or 
draw the boy figure on the wharf, one who could make a ship, 
others who could make boxes of tea, etc. With such objects 
a poster announcing the Columbus play can be made. Other 
scenes may also be made. 

Working by committees 

One committee may find the picture, “The Boy Colum¬ 
bus,” or the Statue of Columbus, and bring both to class, 
telling a story in connection with each. Another committee 
may make a list of words which all the class would like to 
keep in their notebooks, these words connected with Colum¬ 
bus’ life at home, on the wharf, in the new land, etc. Still 
another committee may find out some- facts about the Red 
Men or Indians which he found here. Developing the initia¬ 
tive of children, their resourcefulness, and their responsibil¬ 
ity in the acceptance of related tasks is good training in 
citizenship. 

A JACK-O’-LANTERN QUILT—p. 35, Third Reader. 

The informational approach 

Children have a background of simple experiences as a 
basis for formal discussion of Hallowe’en. The introduc¬ 
tion indicates the direction the conversation should take and 
should be reafl by the children as a summary of their thinking. 
It also sets the problem for further reading. The illustrations 
on the opposite page help in clinching the problem given. 
Ask the children to state it in another way, as “The Story of 
the Patches,” “Why we have so many pranks on Hal¬ 
lowe’en.” 


OF THE LINCOLN READERS 


73 


Preparing the way for understanding the pictures on the 
patches 

Children may study the picture to find one patch on the 
Jack-O’-Lantern Quilt about which they wish to learn some¬ 
thing more, as, What has the cornshock to do with Hallowe’en 1 ? 
Or, Why do we bob for apples on Hallowe’en? The reading 
of the text will answer some of their questions. They may 
locate the paragraph which answers their particular question, 
each one trying to be the first in giving its content. It may 
be necessary to have them glance quickly over the first page 
to find any difficult words—words which convey little or no 
meaning—as, old festival, a feast of many colors, curious 
pranks, in honor of Pomona. 

Reproduction in relay 

Summaries of facts gained are important. Children may 
re-read the story, choosing the paragraph which tells about 
the patch of their choice. Reproduction may then be begun 
in relay. If there are more children than there are patches 
some of the children may pass to the blackboard and write the 
names of the countries from which each custom came. 

Use of illustrated material 

The use of the map. Look up the following on the map: 
England, Italy, Germany, America, France, Scotland, Ireland, 
Wales. List the places with the names of the people, as, 
England, Druids, etc. 

Play a game with the children to increase their speed in 
reading. Place a time limit for reading through three, or five 
paragraphs. Test organization of ideas and retention by 
questions. 

Oral and written composition 

Children may choose the patch in the quilt which they like 
best and tell why they choose it. (Or the country which has 
given us the most popular custom.) Write up the story in 
their own words after oral discussion in class. 


74 


A MANUAL FOR TEACHERS 


Make a list of the customs. Vote for the one you think most 
popular. Illustrate and ask each one to guess the custom 
from the cartoon. 

Make goblins, witches, brownies, and write a short sketch 
(a paragraph) of an imaginary experience. Make masks from 
paper bags to use in the Goblin March. ’ 

Motivating Review 
Purpose 

Increased rate in comprehension through stimulation; in¬ 
creased interest in reading related material; increasing the 
ability to use the material in other relationships. 

A HALLOAVE ’EN PROGRAM 
Let children plan it. Make costumes, dances, original songs, 
even if crude. 

1. Brownies’ Dance on Hallowe’en. 

2. Seven Talks—Hallowe’en Customs. 

3. Reading with pantomime—“Little Orphant Annie.” 

4. Music—Brownies’ Dance or Witches’ Song from 
Hansel and Gretel. 

5. Dramatization or play “The Brownie and Boy and 
Tingle Too.” 

6. Exhibit of Hallowe’en cartoons. 

7. Awarding of prize to winners—one to each row or 
group. 

8. Hallowe’en Pageant—The Patchwork Quilt. . 

9. Games in which all participate: Bobbing for apples; 
Hunting for peanuts in the straw, etc. 

10. Goblin March. 

NIMBO’S GARDEN—p. 44, Third Reader 

An aid to appreciation 

This little rhyme affords the children added enjoyment 
by presenting still another picture of little Nimbo; particu- 


OF THE LINCOLN READERS 


75 


larly do they like the rhyming words tomatoes, potatoes; hoe, 
grow. 

Procedure 

Let them read it silently, and then aloud, just for the 
pleasure gained in hearing similar sounds. Note the lines 
that rhyme, and those that do not. Help them to read with a 
kind of jolly rhythm. Let them read it silently in response 
to such questions as: Where in the story of “The Little Cave 
Boy” do you find any sentence or paragraph that helps you 
to believe that he planted corn and pumpkins, or used a little 
stone hoe ? Find a sentence that leads you to believe that he 
had no dates or apples. They may wish to try to write a 
similar verse. Try omitting words at end of lines or at the 
beginning for them to fill in from memory. Try imitating this 
narrative in verse using another bit of Nimbo’s experience, as, 
Gathering berries, Hunting the deer, etc. 

Seatwork 

Copy the rhyme from the text or copy the rhyme made 
by the class. Illustrate by drawing or cutting. 

WHAT THE LITTLE MEN TOLD TED—p. 45, Third 
Reader 

Motivation 

This story is well motivated in the introductory paragraph. 
Help the children to see that they have four things to do: 1— 
Read quickly and accurately. 2—Make a decision or choice. 
3—Read the part with the last point in mind. 4—Readiness 
in co-operating with others. 

Test 

The Helps to Study indicate a time limit. If the children 
do not complete the reading in the given time, they have some¬ 
thing to work for and should accomplish it by reading a second 
time. The questions test the children’s ability to get thought, 


76 


A MANUAL FOR TEACHERS 


to reason from data given, to render a decision, both from the 
standpoint of character impersonation and from the stand¬ 
point of personal needs. They aim to stimulate thinking and 
to lead to action both on the play and work levels. 

Dramatization 

This story lends itself admirably to “Playing Book” in 
which one pupil reads the book parts while others read the 
character parts, each in turn. Characters: Ted, Ted’s mother, 
Sugar, Protein, Mineral Matter, Fat, Vitamine. 

Results 

1— Ability to read quickly and accurately within a given 
time limit. 

2— To render a decision and to utilize material in a new 
situation. 

3— To interpret through oral or dramatic reading to give 
pleasure to self and to others. 

A LESSON ON BIRDS—p. 48, Third Reader 

Purpose 

To aid in the formation of judgments. 

The Problem 

Have the children read the introduction and report on its 
content. Four directions for work are given. Let class decide 
upon which one of the four all should follow, and then choose 
one of the other three as their part of the problem to solve. 

Procedure 

Ask children to read as quickly as possible and decide 
upon a name for the story, for the paragraphs, and the ques¬ 
tions they will ask. Each child will record his choice. 

Choose a leader for the Name group and for the ques¬ 
tioners. The former may record their titles on the blackboard 
while the rest engage in discussion using their questions. 
Check on the type of questions asked, and insist upon the 


OF THE LINCOLN READERS 


77 


use of some words from the text in reproduction, such as, 
beckon, experience, devour, etc. 

Seatwork 

Ask children to answer the questions given in text using 
complete statements, illustrating at least two of them. 

THE CAT, MONKEY, AND THE CHESTNUTS—p. 53, 
Third Reader. 

Purpose—To picture details and reason from facts given— 
‘ 1 Reading between the lines. ’ ’ 

Introduction 

Where our fables come from. Aesop, a Greek slave, col¬ 
lected these short stories which tell some truth in simple 
fashion. In a fable usually animals appear as characters. 
The characteristics of the animals are emphasized in one way 
or another. At once, we recognize the sly fox, tricky jackal, 
the silly monkey or the vain bird. 

Questions 

Silent reading in response to questions. 

You will notice that the questions on this particular selec¬ 
tion, are of two or three types: e.g. (1) the question which 
asks child to examine details ; (2,) the question which empha¬ 
sizes the main point at issue; (3,) the question which helps 
the child to weigh values, the relative worth of ideas. Note 
the questions: Who put the chestnuts in the ashes ? What were 
the animals doing ? Why or how did the cat ask the monkey to 
pull the chestnuts out of the fire? One might go further by 
reading or telling a similar incident, to test children’s ability 
to see the relationship. At this age, it is rather difficult to 
make generalizations. They dimly sense the subtle hidden 
meaning. 

Language and Related Literature 

Inspire children to read other fables; as “The Two Frogs,’’ 



78 


A MANUAL FOR TEACHERS 


“The Maid with the Basket of Eggs,” “The Dog in the Man¬ 
ger,” “The Fox and the Wolf.” 

1. Have them list the animals in each, and give a char¬ 
acteristic phrase suited to each; as sly fox, hungry wolf, 
greedy dog, boasting frog, etc. 

2. Copy the exact words of the conversation, making a 
short drama. 

3. Imitation fables are a source of never-ending interest. 
Help children to choose their characters from animate or in¬ 
animate objects; choose a setting and incident, and create an 
up-to-date fable. Take, for instance, “The Fox and the 
Grapes.” An interesting short fable can be made in imita¬ 
tion of this one by taking “A Boy and Ripe Apples,” “The 
Hen and the Currant Bush,” etc. 

Handwork 

Book cover for “Fables of To-day.” Illustrations of the 
imitation fables. 


MAKING A JACK-0 ’-LANTERN—p. 55, Third Reader 

Purpose 

To read accurately and to reproduce an action. If you 
have no pumpkin, you can pretend that you have one. 

Motivation of silent reading 

The pupils who finish reading first may go to the black¬ 
board and answer the questions given in the text; those who 
rank second may draw a Jack-O’-Lantern; those who rank 
third may reproduce the story in action. The slow readers 
need to be stimulated by this type of objective tests. 

Between Recitation Periods 

Make Jack-O’-Lantern booklets and write as many words 
as possible using letters found in Hallowe’en. 


OF THE LINCOLN READERS 


79 


At home, make a false face for Hallowe’en from paper 
bags, using colored crayons in decorating them. Wear them 
on Hallowe ’en as a surprise to another grade or to the family 
at home. 

A RAINY DAY GAME—p. 68, Third Reader 

Purpose 

To improve organization. 

Directions for work 

The “Who, where, what” of a story. Arrange your out¬ 
line after you have read your story as quickly as you can. 

Who 

Where 

What 

Name of game 
Kind of ship 
Ship’s cargo 
Rules of game 
The winner 

Play the game at a short rest period. 

Seatwork 

Classification of words in alphabetical order. 

HOW THE APPLE BLOSSOMS CAME BACK—p. 78, 
Third Reader. 

Purpose 

To clearly comprehend and visualize described details and 
to express them by drawing illustrations. “Picture words 
and pictures. ’ ’ 

Approach 

Use the pictures. Suggest that printed words paint 
pictures. Have the children read the introduction and note 
the pictures. Practice and repetition develops in the child a f 


80 


A MANUAL FOR TEACHERS 


quick comprehension of ideas. Arouse anticipation of still 
better pictures to come in the story by reading the opening 
sentence in the first paragraph, or discuss trees as they appear 
at different seasons. 

Procedure 

Pretend to paint pictures: Read first two paragraphs and 
decide what should go into the picture. Ask for phrases that 
contain picture words, as, beautiful apple tree. 

Follow this same plan throughout the story. Note the sug¬ 
gestions given in Helps to Study. 

Seatwork 

Pupils may now continue the work without the teacher’s 
help, illustrating the pictures found, and members of the class 
may criticise each other’s work, turning to the text to verify 
their judgment. A list of the picture words may be written 
in “Our Own Word Book,” underlining the best picture 
words. Encourage pupils to bring to class expressive short 
paragraphs that “paint pictures.” 

LITTLE PEDRO—p. 92, Third Reader 

Purpose 

To obtain emotional reaction. 

Preliminary discussion 

The illustration and the introduction directs attention to 
the central figure. Little Pedro. 

Problem 

As you read this beautiful story you will wish to dramatize 
it for a Christmas program. The illustration gives an idea 
of the pantomime or pageant, costumes, etc. 

Procedure 

Have the story read through silently. Discuss words and 
t their meanings, if necessary. Place phrases on board; some- 


OF THE LINCOLN READERS 


81 


thing strange and mysterious, within the memory of anyone, 
suitable gift, etc. 

Oral reading 

Assign book parts or descriptive paragraphs to different 
children while still others will take talking parts, as, old man, 
Pedro, Little Brother, priest. Here we have a two-fold 
purpose: 

Purpose of teacher—to increase appreciation. 

Purpose of pupils in reading—to test their ability to take 
part in the play. 

Purpose of pupils in listening—to appreciate rendition 
by their classmates and to give constructive criticism for 
improvement. 

Preparing for the dramatization 

The outline or plan may be worked out under the teacher’s 
direction, recorded on the blackboard and copied by the 
children. Use the language of the text with a few additions. 
Consider the effectiveness of costume, of pantomime, of music, 
and help children to interpret the mood of the story. 

Setting 

A church or school auditorium, or the school-room if need be. 

Characters 

Little Pedro Old Man People 

Little Brother Priest King 

Father Choir Queen 

Scenes 

I. The old man’s story. 

II. Pedro and his father. 

III. On the way to church on Christmas Eve. 

IY. Placing the gifts on the altar—a processional with music. 
Christmas hymns by organ and choir. 

“Hark the Herald Angels Sing.” 


Knights 

Ladies 

Puppy- 


82 


A MANUAL FOR TEACHERS 


V. Pedro and Little Brother. Chimes—Christmas bells 
or a carol sung softly by the choir as the children talk. 
.VI. Christmas carols—-sung by the choir. 

Costumes: Crepe paper may be used effectively with a 
few capes and long skirts borrowed from elders; white 
robes or slips for the choir; crowns for king and queen; 
silver shields for the knights; bright colored gowns for 
the rich ladies; sober colors for the poor, including 
Pedro and his brother. A toy puppy may be used. 

AUNT BECKY’S CANDY SHOP—p. 100, Third Reader. 

Purpose 

To clearly comprehend and visualize described details. 

Developing sensitiveness to illustrations 

Throughout this text there are numerous pictures which 
should be discussed in relation to the selection. An excellent 
opportunity to check on comprehension is provided by this 
story. 

Problem 

To find out how much of the story is told in the illustration. 

% 

Procedure 

Have the children read the major portion of the selection 
before they turn to the picture. Discuss references given at 
bottom of page 101. Complete the reading and test by such 
questions as, Read aloud any sentence or paragraph thoughts 
which are shown in the picture. Read those which help you 
to imagine other parts of the little shop. 

Seatwork 

Have the children read the story again and write the 
answers to questions given in the text using complete state¬ 
ments. 


OF THE LINCOLN READERS 


83 


Pupils may write the names of coins used at that time and 
those of to-day, giving a definition for each, as indicated in the 
book. 

FAMILIAR FRIENDS—p. 107, Third Reader 

Purpose 

To express in dramatic action what the book says—drama¬ 
tization. 

Setting the Stage 

Explain that time pressure will be used and that there are 
four things for each to do. 

Those not taking the parts will check performers to see 
if they omit anything. All read first paragraph and tell what 
is to be done. Some one illustrate. 

Procedure 

Assign parts and give time limit in which to read. All 
read first paragraph and pupil designated may dramatize. 
The rest check the performance. Read and act again, if 
necessary. All read second paragraph and proceed as above. 

Seatwork 

A. Pupils may write a short movie and exchange with 

others. 

B. Pupils may choose one paragraph for illustration. 

C. Pupils may list the difficult words and phrases, also, 
as they read the story again. 

CHRISTMAS AMONG THE ESKIMOS—p. Ill, Third 
Reader. 

The Approach—personal background 

The story told in the first person makes a personal appeal 
to the children’s imagination. Create more of the Eskimo 
atmosphere by word picturing, illustrations taken from the 


84 


A MANUAL FOR TEACHERS 


National Geographical Magazine, or pictures in geography 
text or by having the hut, or igloo drawn on the board. 
Children are always interested in the ways of these primitive 
folk of the far north. A skillful teacher will weave into her 
conversation some of the more unusual words of the text, 
some of these will appear upon the board for drill in enuncia¬ 
tion and pronunciation using phrases for this purpose. 

The analysis of the story 

Help the children to get each picture as it is developed 
and, if possible, without destroying interest in the reading, 
help children to give each part a name. This can be done if 
the pictures are clear in their minds. Break the story into its 
logical divisions. 

Specific assignments to aid in concentration of effort 

Ask the children to look for definite details. This will 
test your ability to ask good questions, and the children’s 
responses indicate whether you are clear and definite; and 
insist upon their being clear in statement of their findings. 
The test of your teaching is the way you handle the story and 
the way the children handle it. 

Discussion 

As the children find data under your guidance and report 
upon it either in single sentence or in paragraph form, form 
the habit among the children of checking up on important 
facts as well as the way in which they were presented. Polite¬ 
ness in presentation and in listening needs to be inculcated, as 
well as knowledge gained. Talking distinctly and to the point 
should be an ideal gradually forming in the minds of young 
children. 

Bringing in other reading 

The purpose of the selection is to bring to the children a 
vivid picture of a land where Christmas is unknown in con- 


OF THE LINCOLN READERS 


85 


trast with their own. Added to this, they picture the visit 
of a woman who, like their mother, was interested in children 
and in Christmas for them. 

There is no doubt that this story will stimulate a desire for 
further reading of life among the Eskimos. This is the time 
to feed that desire. Let them read “The Eskimo Twins” by 
Lucy Fitch Perkins and other selections suggested in the text. 
Read the “Seal Lullaby” from Kipling’s Jungle Book to them 
and “The Snow Baby” by Peary. Appoint committees for 
special readings and the making of a program. 

A Program 

While the story ‘ ‘ Christmas Among the Eskimos ’ ’ may be 
read as an interesting Christmas experience in a far away 
land and dropped there, it also may be used as a part of a 
larger project in geography contrasting life in a cold land 
with life in a hot land as with Gazelle. As was suggested, 
committees or groups read various books for information which 
is shared with the groups. After discussion and organization 
of material, a review can be gained by the preparation of it 
for presentation to another class or parents’ meeting. Stories 
may be written, or presented orally, pictures may be collected 
for a “film talk” and sandtable work will help to clarify some 
details which might otherwise be hazy. The following program 
is suggestive: 


LECTURES ON ESKIMO LIFE 
By the Third Grade 


Eskimo House 
Eskimo Food 
Eskimo Dress 
Work of the Eskimos 
Poem—Foreign Children 
Snowflakes 


How they Travel 
Eskimo Games 

Christmas Among the Eskimos 
Song— £ ‘ Happy Little Eskimo 
Riddles—Found irf Snowland. 
Reading—The Snow Man 


86 


A MANUAL FOR TEACHERS 


Games—Pin and Ball, Whipping the Treasure, The Arrow 
Game. 

Instead of calling the numbers of the program, large 
printed slips with topic and name of person to present it may 
be placed in full view. These may be made by the class. 
The whole program may be conducted by the chairman elected 
by the group. An Eskimo book containing stories, cuttings, 
pictures, and illustrations could also be made and be placed 
on exhibit at this time. 


THE REAL PRINCESS—p. 118, Third Reader 

Teacher’s Aim 

To acquire more effective modes of thinking and reason¬ 
ing ; to enlarge one’s vocabulary. 

Pupil’s Aim 

Stated in the introductory paragraph. 

Different ways to begin and end a story 

Note how the story begins. Let class contribute others 
and record on blackboard for pupils to copy later in their 
word books for use in telling their own stories. Read story 
silently to decide whether oral reading would help in forming 
mental pictures; which paragraphs are best for oral reading; 
what words and phrases sound well in both reading and tell¬ 
ing the story. List them on the blackboard, as, ancient King¬ 
dom of Far Away, wondrous beauty, like the sound of 
running water, etc. 

Oral reading of talking parts 

Try to impersonate the characters. Dramatize as you 
read. Use facial expression, voice tones, and gesture or 
action. 


OF THE LINCOLN READER? 


87 


Seatwork 

Read the story again and answer the questions in the 
text. Additional work. The A group: list the phrases in¬ 
dicating action. B group: list the words which make you 
think of palace. C group: list the words describing children. 

ELENA AND HER EASTER CAKE—p. 167, Third 
Reader. 

Purpose—Appreciation of refinement of speech 
Creating Atmosphere 

As the children read the Introduction, they recall stories 
they read in the previous grade telling about Easter Bunnies, 
and possibly about an Easter Lily or Easter Eggs. They are 
always interested in Easter Eggs. Let them tell in language 
time more about Easter Eggs. Strive in this lesson to have 
them interested in a little girl far across the sea who celebrates 
Easter Day in a different way. Try to bring out the loving 
and giving spirit of the story through questions in addition 
to those found in the text. 

Silent reading and oral reading 

Get the pictures through silent study directed by questions 
given orally or on the board. Help the children to feel the 
emotional element as expressed by the two little girls by oral 
reading in parts, one taking Elena’s part and another, Maria’s. 
Still others might be “book” and read the explanatory parts, 
or this can be done silently. 

Words and their meanings 

Help children to get word meanings through the context, 
through the use of sjmonyms given by the class, through the 
use of the glossary which will lead to a use of the dictionary. 
Use words in phrases and sentences. Encourage children to 
use new words in their reading vocabulary in both oral and 
wmitten discussion, preferably the former. Start a New-Word- 



88 


A MANUAL FOR TEACHERS 


a-Week Club to create interest in the choice of words with 
which to enrich speech. 

Language and Literature 

Memorize “Little White Lily” McDonald or “Waiting 
to Grow” as expressing Easter tide. Tell how to color Easter 
Eggs. Give each child a bulb and keep a record of the 
changes which take place. Write a poem about “Little 
Brown Bulb.” Tell a story like Elena’s Easter Cake. 

Industrial Arts 

Make an Easter Card using the egg in some form, the 
cocoon and the butterfly, the bulb and the lily, etc. Make a 
flower pot from clay or a paper cover for one already in use. 
Make a cake using present experience, if possible. 


THE LAMP LADY, p. 185, Third Reader. 

Teacher’s purpose 

To develop ability to gather the central thoughts—to or¬ 
ganize for a particular purpose. 

1. Motive used. See introduction to story. 

2. Problem stated—to find out why a little girl was proud 
to wash her hands in the Lamp Lady’s brass bowl. 

3. Eradicate certain word difficulties, as, frequently, 
approached, cruelty, etc. 

4. Read silently as directed. 

5. Individual answers to problem assigned. 

6. Questions by individuals. 

7. Oral summary of answers given to the problem. 

8. Other problems proposed. 

9. Teacher’s evaluation of children’s answers. 

10. Further assignment: dramatize three scenes from the 
story. 


OF THE LINCOLN READERS 


89 


MARY ELLEN’S WISE PURCHASE—p. 211, Third Reader. 

Purpose 

To organize under essential headings—to outline sub- 
topics. 

Motive 

Discussion of purchase made by members of class. Guess 
what Mary Ellen’s wise purchase was. 

Problem 

Read to find out what she bought. 

Procedure 

1. Eradicate word and phrase difficulties. 

2. Read silently as directed. 

3. See who can solve the problem first. 

4. Questions and expressions of opinion. 

5. Other problems suggested. 

6. Fill the sub-topics of the outline as given in the text. 

a. Teacher and class should work out the complete 
outline upon, the blackboard in a directed study 
period. 

b. Erase blackboard outline and direct the children to 
reproduce it on paper. 

c. Repeat this procedure several times either with this 
story or some other story until children are able 
to fill a black outline without assistance. 

Results 

Show how a story is organized under topics and sub-topics. 

THE FLAG LADY—p. 243 Third Reader. 

The purpose of the selection is given in the introduction— 
to learn the origin of the flag and to find out why Betsy Ross 
was chosen. The teacher’s purpose is to train in thought get¬ 
ting and thought sharing: discussion and dramatization i.e. 
to gain control of ideas in order to use them for some specific 
purpose. 


90 


A MANUAL FOR TEACHERS 


Class Discussion 

Talk over with the children the meaning of Flag Day and 
what it means. Have them give the Flag Salute. It may 
be recorded on the blackboard and read by the children. 
Some of the ways in which to use the flag. If possible 
show a picture of the house in Philadelphia in which Betsy 
Ross lived. Show a picture of the first flag of our country. 
Why George Washington asked Betsy Ross to plan and make 
a new one. Make it as real as possible. 

Memorize 

“The Red, White and Blue.” 

Dramatization 

Use the facts given in the story to develop a little drama 
through the use of the class story. Children can give setting, 
characters and conversation. Or, “Betsy Ross and the Flag” 
can be read and acted by a selected group of children. Find 
the drama in Historical Plays by Bird and Starling, or 
Riverside Second Readers. 

How to Make a Five Pointed Star 

Take a square sheet of paper. Fold it into two oblongs, 
then into four squares. Open the folded square showing an 
oblong divided into two squares. Fold on square as shown in 
the picture part way upon the other. Fold again as in figure 
3. Fold again as in figure 4. Cut on dotted line. If you 
have followed directions carefully you will have a five pointed 




1 












OF THE LINCOLN READERS 


91 


THE MONARCH BUTTERFLY—p. 3, Fourth Reader. 

Purpose 

To acquire more effective modes of expression. To en¬ 
large one’s vocabulary. 

Approach 

Use the beautiful picture. Call children’s attention to the 
artistic design. Use also the introduction. Help the children 
to note the choice or fitting words to express the beauty of 
the butterfly. Let them select the words and phrases which 
attract the most. Make this the keynote of your lesson. As 
the children gain ideas from the printed page help them to 
recognize the importance of the right word to express ideas, 
and without being too insistent, have them incorporate some of 
the words which interest them in their reproduction of para¬ 
graphs. This lesson will furnish a good incentive for start¬ 
ing “My Own Word Book.” 

List the new and unusual words on the board for discus¬ 
sion of meanings. Use the dictionary, if needed. List also the 
words that help in picturing the beauty of the butterfly; 
those that have a fine sound, as, gorgeous in color; those that 
are tripping on the tongue, as perfume packets, etc. 

Appreciation and memorization of poem 

What could be better than to fill young minds with pleas¬ 
ant thoughts and beautiful words! Secure appreciation 
through reading and interpretation, and memorization will 
follow, at least, some of the fine expressions will remain with 
them. 

Between Recitation Periods 

See “Things To Do” in text. 

Read other selections on Butterflies, if possible. Let the ex¬ 
ceptional group try to write a poem in imitation of Swin- 


92 


A MANUAL FOR TEACHERS 


burne’s “Butterflies.” Have the children search the text for 
another selection in which the vocabulary makes a strong 
appeal. 

LABOR DAY PARADE—p. 10, Fourth Reader. 

t 

Purpose 

The ability to read quickly and to comprehend easily. The 
ability to perform in response to directions given. 

The timely approach 

Labor Day occurs on the first Monday in September. 
Teacher may read Walt Whitman’s “I hear America Singing” 
in opening exercises and discuss briefly the meaning of Labor 
Day. The introduction indicates the method of procedure. 
This is a test in speed and accuracy. Each pupil has a part 
which he reads carefully in order to perform exactly what is 
indicated. Since each pupil is asked to note the correctness 
of the performance and the talk given by each tradesman, a 
careful reading of other parts than his own is necessary to 
pass worth while judgment upon individual interpretation. 
This material may be used as a performance or objective test. 

How to Score 

Pupils may be asked to count the number of sentence 
thoughts in a paragraph, using this number as a denominator. 
One point is given for each act to be performed. The number 
of points made by the pupil forms the numerator; thus, the 
musician, giving all the points in his talk and performing the 
necessary acts indicated, makes a score of six, etc. Children 
can readily determine the number of points made and estimate 
individual scores. At least fifty per cent of the content should 
be reproduced in speech and action. 


OF THE LINCOLN READERS 


93 


EARNING A BICYCLE —p. 14, Fourth Reader. 

Purpose 

Increasing the ability to read quickly and the ability^ to 
select facts according to worth. 


Procedure 

Create interest by reading the introductory paragraphs. 
Stimulate readiness of response by placing on the blackboard 
the directions given under Quick Thinking,— page 16. At a 
given signal children begin to read. At the end of two min¬ 
utes, give signal to stop. Note the number who have com¬ 
pleted the selection in that time. AIIoav others to complete 
the story in one minute or less. Children may count the 
number of words read in two minutes. Record the rate score 
on the blackboard as follows: 

Pupils Words 
400 

300 Median 225. 

150 
100 

Allow others to complete the story in one minute or less. 
Give signal to check on comprehension by answering yes or no 
to statements in the text, as 

1. Yes 4. 7. 

2. 5. • 8. 

3. 6. 9. 


3 

5 

8 

1 


Is this median too low? 
If so, what exercises will 
you give to improve 
rate? 


WILLIE’S DISCOVERIES—p. 34, Fourth Reader. 

Purpose 

To draw valid conclusions from data given. Reading and 
reasoning. 

Procedure 

Have the pupils read the problem and tell how they would 
solve it. Set a second problem if they answer correctly, as 
comparing their method with Willie’s. 


94 


A MANUAL FOR TEACHERS 


Have them read the entire selection with the purpose of (1) 
locating the “sign post” paragraph; (2) indicating the time 
at which Willie measured the tree; (3) of remembering the 
questions for their own personal use in doing just what Willie 
did. 

Seatwork 

1— List phrases which give an idea of Willie’s character¬ 
istic qualities, as, wide-awake boy, etc. 

2— Sketch, to a crude scale, the three objects which Willie 
measured indicating the length of shadow in each case. 

3— Pupils may exchange work for purpose of expressing 
individual judgment upon work done by classmates. 

BETTY ZANE—p. 39, Fourth Reader. 

Purpose 

To assimilate facts and to test one’s ability to organize 
and retain for some purpose, as, reproducing the story in 
relay for the fifth grade, or writing the story in rhyme with 
the aid of the teacher for a patriotic or pioneer program. 

Creating Interest 

Introduce the story with informal conversation using the 
picture and the introductory note. Glance rapidly at picture 
or title. Ask children to include two facts in one statement. 
This will sharpen their powers of observation and increase 
their ability to express thoughts clearly. 

Read introductory note silently and have children record 
their experience as indicated. 

Intensive Study 

Study paragraph by paragraph asking pupils to formulate 
a good test question on each. The best test questions may be 
placed on the blackboard in order as an aid in summarizing. 
The best thought provoking questions may be used to furnish 


OF THE LINCOLN READERS 


95 


the incentive for a second reading of the selection, or for 
reading in another book the story told in a slightly different 
way. Or the questions may be such that more reading about 
Colonial Times will be necessary. How would you answer this 
question? “Why was not the supply of powder kept in the 
block house ?” 

Word Study 

Many of the words are not in the children’s usual reading 
vocabulary. Some are history words, some are geography 
words. Make a list of each, as 


History 


G eography 

United States 
Atlantic Coast 
etc. 


first settlements 
frontier and frontiersmen 


etc. 


Use of Illustrative Material 

Locate places named on map. What city near Wheeling, 
W. Ya., was named in honor of this brave girl? Show pic¬ 
tures of Colonial life. 

Between Recitation Periods 

Suit the assignment to the needs of the children, dividing 
them into three groups, if necessary. The following exercises 
are suggestive: 

a. Write second paragraph changing the words without 
changing the meaning. 

b. Write rhyme words for Zane, fort, brave, fight, truce, 
gate, powder, sped, wild, wept, etc., as preparation for 
writing this story in rhyme. 

c. Illustrate one of the most interesting parts of the 
story and write a short paragraph in child’s own 
words. 


96 


A MANUAL FOR TEACHERS 


DRYING APPLES—p. 49, Fourth Reader. 

Purpose 

The ability to perform in response to directions given. 

Introductory note 

This gives a picture of pioneer homelife. Ask pupils to 
read and select one of the activities for dramatic interpreta¬ 
tion, as, shearing sheep, carding, spinning wool, weaving 
cloth, paring apples, etc. 

Directions for work 

1. The paragraphs contain directions for work, but, before 
pupils can engage upon them, certain materials and articles 
are needed. Ask pupils to read rapidly and list materials 
and articles in separate columns. The one correctly complet¬ 
ing the list in the shortest time is the best reader and sets the 
pace for the rest. 

2. Demonstrate the two methods given and discuss the 
advantages or disadvantages of each. 

3. How is fruit dried to-day? A thought provoking ques¬ 
tion which should lead children to outside reference reading 
and to discussion with parents. 

The same procedure applies also to the Selection “Making 
Jelly.” 

A WAGON TRIP—p. 51, Fourth Reader. 

Purpose 

To interpret and remember for the purpose of reproducing 
what is read. 

To determine central idea. To clearly comprehend, visualize, 
and describe in detail. 

Creating Atmosphere 

Use the picture which concretely presents the main theme 
of the story. Study it, allowing children to comprehend and 


OF THE LINCOLN READERS 


97 


interpret details in answer to the problem set in the introduc¬ 
tion. They may wish to formulate another. 

Procedure: Audience reading contrasts with silent reading 

The introductory paragraph also aids in securing an at¬ 
titude of expectancy, particularly if one member of the group 
plays the part of the teacher and reads aloud from his diary 
while the others listen with books closed. At the end of each 
paragraph the reader will stop waiting for a response from 
the audience. Indicate that this may be in form of a ques¬ 
tion, discussion of word meanings, naming of paragraphs, or 
paragraph summary. Read the first two pages in this manner. 

Silent Reading 

Paragraph by paragraph, ask pupils to engage in discus¬ 
sion under pupil leadership, as far as possible. In the one 
case, children gain facts through the ear; in the latter, through 
the eye. Help pupils to note advantages gained through 
silent reading in contrast with those gained through listening. 

Group Reading and Discussion 

Divide the class into four groups. Appoint a chairman 
for each who will call on the members of the group for dis¬ 
cussion of content, checking any glaring inaccuracy in state¬ 
ment. This plan affords an opportunity for discussion to a 
greater number within a given time. This type of socialized 
recitation, if properly conducted, yields large returns, in 
stimulating wholesome class criticism in expression of judg¬ 
ments. 

Use of Illustrative Material 

Use the map showing the frontier, the route taken from 
Ohio to Nebraska, the rivers crossed on the way, etc. 

Extension Reading 

Stimulated by having the children make a bibliography 
of all pioneer stories in the library, giving title, author, 
chapter headings, pages. 


98 


A MANUAL FOR TEACHERS 


FROM FOREST TO LUMBER YARD—p. 79,. Fourth 
Reader. 

Purpose 

To determine whether opinions are based on facts, opinion, 
inference, or supposition. 

How the Introduction Prepares for Careful Silent Reading 

1. Children’s own experiences gained through the senses: 
seeing, touching, smelling. 2. Testing their ability to remem¬ 
ber or recall experience. 3. Checking their reading by com¬ 
parison with their own experience. 4. Evaluating the worth 
of facts given. 

Anticipatory v/ord discussion 

To build a verbal background for better understanding, 
ask pupils to glance quickly through the first page and locate 
any unknown or unusual word. The word may occur in 
phrases, as “piled up in tiers,” on the second page it may be 
“California and Oregon”; on the third page it may be 
“mahogany” or “mottled fibres,” or “cedar and sandal¬ 
wood, ’ ’ etc. Children should learn to work fast, allowing the 
eye to catch a new or unfamiliar word group from the rest. 

Silent reading and doing 

Read as quickly as possible to get a general idea of the 
story. Re-read to determine main points and write them on 
paper or blackboard. Start the pupils if necessary, as, 
1. Lumber is piled in tiers in a lumber yard, etc. 

About half of the period should be given to reading and out¬ 
lining; the rest of the time should be used in discussion of 
outlines, helping pupils to determine the accuracy of state¬ 
ments by verifying them with experience gained at first hand 
and from the printed page. 


OF THE LINCOLN READERS 


99 


Between Recitation Periods 

Consult text for suggestive types of work. Encourage 
home work. 

Word Association Test, one of the following: 

1. List trees common to the locality. 

2. Tree products. 

3. Names of kinds of wood used in manufacture of furniture. 

4. Begin with forest and in five minutes see how many words 
will come to mind which the word forest suggests. 

THE HORSE’S PRAYER—p. 133, Fourth Reader. 

Purpose 

To secure emotional reaction. 

Creating atmosphere, a feeling of sympathy 

Use the picture. Discuss briefly both the horse and the 
driver. Use the introduction. It asks a question of the child 
and makes a request. 

Silent Reading 

Have the class read with concentration quietly thinking 
and catching the spirit of the prayer. When they have 
finished, ask such questions as the following: 

To whom is this prayer made ? Why ? 

Mention as many things as you can for which the horse prays. 
Which of all the requests do you consider most important? 
What can you do to help animals? 

Seatwork 

Ask children to write five requests which a bird in a cage, 
a parrot, or another pet might make. 

THE YOUNG LAWYER—p. 1, Fifth Reader. 

Read the note to teacher on page 4 which gives full directions 
for handling the selection. It should be given at the begin- 


100 


A MANUAL FOR TEACHERS 


ning of the school year, records kept of the scores made by the 
children, and read again in February in connection with 
stories of Lincoln, and for the purpose of noting improvement 
made both by the individual and by the group. The result 
obtained will serve as a basis for meeting individual needs 
during the second half year. 

HOW SEEDS TRAVEL—p. 17, Fifth Reader. 

Teacher’s Purpose 

To train in the ability to select facts according to worth 
and to use them in another situation. 

Pupil’s Purpose 

To find out how seeds travel. 

Create Interest 

Recall actual experiences which children have had with 
seeds that steal rides, seeds that flv, and those that roll, or 
float, or travel in other ways. 

Problem 

Set by the children, after reading the first paragraph, viz. 
to find out how the seeds of trees travel. 

Procedure—Study without the teacher 

At seats, directed or guided by the main questions on each 
paragraph placed on the blackboard. For example, name the 
trees in the writer’s backyard, the work of the squirrels, etc. 
Let children answer their questions in complete statements, 
illustrating one of their own choice. Intensive study of the 
paragraphs, one by one; reports done in relays, group reading 
and discussions. Divide the class into groups of four pupils 
each, select a chairman and have him propose questions to 
the others and check on the correctness of the responses. 

Comprehension Test 

Use the True—False statements on page 19 as indicated. 


OF THE LINCOLN READERS 


101 


A BAKING EXPERIENCE—p. 68, Fifth Reader. 

Purpose 

Increasing the ability to read quickly and to comprehend 
easily: Jest the children’s abilities in two ways: 1. By visualiz¬ 
ing and picturing the situation. 2. By reproducing the story 
as if it had been a personal experience. Incidentally, the 
ability to “read between the lines” is stimulated, as well as 
appreciation of clear statements which children should be en¬ 
couraged to incorporate in their own story telling. 

Procedure 

Have the children read the introductory note to stimulate 
interest in the story and set a goal, or a series of goals, as 
indicated in Helps to Study. Have the pupils read these in¬ 
dependently and make a choice from 2, 3, or 4 for individual 
reporting. Train the pupils to select logical thought groups. 
After oral reporting and discussion, have pupils give sug¬ 
gestions for improvement in presentation. 

Those children who are fast readers may go to the black¬ 
board to illustrate each picture, or to select word groups 
which give the mental picture, or to outline as an aid in re¬ 
production. 

Need for drill 

If the reading scores fall below a median standard in 
speed and comprehension, remedial exercises should be pro¬ 
vided, such as follows: 

1. Phrase drills suggested by the children themselves. 

2. Word meanings, using context and dictionary to 

verify; use of synonyms of following words: ingredient, 

■ 

mixture, soggy, etc. 

3. Judgment questions: About how old do you think the 
young girl to be? Give reasons. Select sentences 
from this selection as proof. 


102 


A MANUAL FOR TEACHERS 


Between recitation period 

Use Things To Do as a language lesson. Have pupils write 
a short paragraph as a record of the observation. 

MY MOTHER TONGUE—p. 70, Fifth Reader. 

Purpose 

To appreciate refinement of speech. 

Pupil’s incentive 

See introduction in text. 

Purpose 

Decide whether this is suitable material for a school motto 
and poster. 

Read silently and thoughtfully. 

Ask for individual expressions of judgment. 

Eradication of possible word difficulties: accompaniment, 
inheritance, enunciation, etc. Discussion by class as to the 
meaning and choice of certain words. 

Synonym Drill 

Select striking or unusual words and find synonyms for 
them by use of the dictionary. 

Discussion 

Approval or disapproval of the motto. If approved, 
plans for making the poster. 

A CRANBERRY MARSH—p. 81, Fifth Reader. 

Teacher’s Purpose 

To develop the ability to select and summarize the facts 
that are worth while. 

Children’s Purpose 

To gain essential facts concerning the cranberry marsh 
and share them with each other. This becomes their problem 
for solution. 


OF THE LINCOLN READERS 


103 


Standards for Oral Reproduction 

Standards may be worked out in the class and placed on 
the blackboard as follows. 

a. Good posture 

b. Facing the class. 

c. Clear, distinct utterance 

d. Clear, concise statements, avoiding the “run-on,” “and, 
ah,” sentence. 

e. Choice of words and phrases from the text to aid in 
presenting the content of the paragraph or part of the 
selection. 

Procedure 

In order to help pupils in analyzing the main facts of the 
selection, ask them to read the questions given in the text. 
Other questions may be adde.d. Some work with phrases may 
also be given as preparatory to rapid reading and ready com¬ 
prehension of thought. 

Silent Reading 

Ask pupils to note the number of sentence thoughts in the 
first paragraph, to read quickly, to close eyes as an aid to 
concentration in mentally recalling facts of worth. One pupil 
may state facts gained, clearly, concisely, coherently and as 
correctly as possible. The others will challenge his statements, 
or add to the facts already given. In this same manner, con¬ 
tinue throughout the selection. 

Socialize the reading lesson 

Help pupils to be alert, and eager in giving constructive 
criticisms. Train them to be courteous as well as correct; to 
select those elements that are really helpful, avoiding the 
trivial or unimportant. Secure a reasonable appreciation of 
effort and a wholesome desire to help one another in the right 


way. 


104 


A MANUAL FOR TEACHERS 


Assignment 

1. Make an outline of the story to be used in retelling the 
story a week later. Have story told in relay. 

2. Compare a huckleberry marsh with a cranberry marsh. 

3. LTse the cranberry as a unit of design for a border on 
a spelling booklet, containing words which relate to 
the raising of cranberries. 

4. Dramatize the story of the “Cranberry Carnival.’’ It 
is especially good for those children w T ho have had ex¬ 
perience in picking cranberries. 

HOW TO BECOME A SCOUT—p. 94, Fifth Reader. 

Purpose 

To develop the ability to memorize. 

Problem 

The introduction sets at least one problem for solution, viz. 
good reasons to be used in persuading a father that mem¬ 
bership in a Boy Scout troop is advantageous. 

Procedure 

Have pupils decide which facts should be used in present¬ 
ing an argument to a parent. Use time pressure in reading 
the first two paragraphs. Summarize the essential facts. 

Have them decide which parts should be memorized. “The 
Scout Oath”—give five minutes for this memorization. Send 
pupils to the blackboard and ask them to write the three state¬ 
ments. Pupils may be arranged in pairs, one acting as a 
check or reminder as the other writes the three statements. 
When the work is complete, use the text as a means of verifica¬ 
tion. 

For further suggestions see “Helps to Study” in the text. 
LTse a snappy, rapid-fire oral drill around the class in recalling 
the twelve points given in the Scout Law. 


OF THE LINCOLN READERS 


105 


Assignment 

Write The Scout Oath from memory. List the twelve 
points given in the Scout Law. 

Readings from the Boy Scout Handbook. 

THE BIRCH TREE-p. 106, Fifth Reader. 

Purpose 

To stimulate interest in and appreciation of a given field 
of study: Trees and their uses. 

Preparing for an Arbor Day program 

Y r arious types of reading and doing are suggested in the 
“Helps to Study” and “Things to do” given in the text, and 
these may serve as a starting point for an Arbor Day pro¬ 
gram. There is nothing like a good start, and children should 
be encouraged to prepare for this occasion early in the year. 
This preparation may include the following: 

f. An excursion to identify trees in the neighborhood, and 
a record kept, as, 

(a) List of trees, underlining those identified by the 
group. 

(b) Collection of leaves, bark, seed, fruit, etc., 
mounted and labeled. 

(c) Sketches of trees, leaves, seed, etc., by individuals 
as homework. 

2. Articles made by individuals as homework from tree 
products, as, birch bark toys, using bogus paper and 
water color in imitation, if the bark is not available. 

3. Tree booklets made by small groups or committees, 
each group endeavoring to make a book which will be 
of interest to others as well as to themselves. A gen¬ 
eral plan for making the booklet should be proposed 
which may be modified according to the children’s 
limitations and preferences. 



106 


A MANUAL FOR TEACHERS 


(a) Determine the number of pages not to exceed ten. 

(b) Discuss cover design and keep within range of 
their ability. 

(c) A list of all the trees which the group can name, 
underlining those which are readily identified. 

(d) Sketches of trees in the neighborhood. 

(e) Paragraphs about favorite trees by each pupil. 

(f) Favorite tree poems selected by group, either 
printed or written copy. 

(g) An original poem by the group. 

(h) What trees give us. 

(i) Birch bark and its uses. 

(j) Birch wood and its uses. 

(k) Water color sketch of the ornamental birch tree. 

(l) Bibliography of the best tree stories and poems. 

AN ARBOR DAY PROGRAM 

1. Recitation—“The Birch Tree,” Longfellow. 

2. Reading from booklets—My Favorite Tree. 

3. Story telling in relay—Phillip’s Tree. 

4. Flowers in the woodland—Stories told by six children. 

5. Recitation—“Trees,” Joyce Kilmer. 

6. Dramatization—The Cherry Pickers. 

THE PORTRAIT OF WASHINGTON—p. 168, Fifth Reader. 
Purpose 

The ability to increase vocabulary. 

Motivation 

Discuss with the children what is meant by a word picture. 
“I see a man with a bald head and large nose. Can you see 
him?” etc. 


OF THE LINCOLN READERS 


107 


Problem 

To name each paragraph and select the key words in each. 

Procedure 

1. Portraits 

Keywords: serious looking, dignity. 

2. Disposition. 

Keywords: genial, hearty, gracious, kind. 

3. Physique 

Keywords: athletic, tall, graceful, shapely, florid, 
firm, large, finely arched, deep set, pensive, ample, 
pleasing, dignity. 

4. Dress 

Keywords: particular, powdered, black velvet, yellow 
gloves, cocked hat, adorned, cockade, black feather, 
knee and shoe buckles, white, polished leather. 

5. Character 

Keywords: doudy, fine, plain, genteel, eyes of the 
sensible. 

(b) Follow the suggestions given under the Helps for 
Study. 

(c) As a synonym drill on keywords, use the dictionary. 

Further assignment 

See—Things to Do. 

MAGIC PEARLS—p. 180, Fifth Reader. 

Purpose 

The ability to read quickly and comprehend easily. 

Time test 

Time limit—four minutes. Respond in phrases to ques¬ 
tions given on page 184. 

Full directions are given in the text. 


108 


A MANUAL FOR TEACHERS 


THE HALF SHAWL—p. 196, Fifth Reader. 

Purpose 

To develop the ability to appreciate interpretation through 
dramatic action. 

Creating interest through the introduction 

The introduction sets a definite problem for the children 
to solve and gives a reward to the first one to complete the 
reading of the selection. This is an especially good story for 
oral or dramatic reading after the rapid silent reading survey 
of the whole. 

Dramatization 

This story affords opportunity for dramatic interpretation 
as the reading takes place. Pupils should be encouraged to 
portray the mood and the emotions which stirred the men at 
that time, not by telling them what to do but by having them 
experience the situation imaginatively and then on the play 
level to strengthen the imagery. 

Assignment 

Consult the Helps to Study given at the end of the story. 
Add others, if necessary, to meet the varying needs of the 
class. 

MR. CRAWFISH—p. 5, Sixth Reader. 

Purpose 

The ability to read quickly and to comprehend easily. 

Introductory note 

Llave the pupils read silently this introductory note. The 
first two sentences create interest in the material, the last, 
sentence sets the goal, viz., readiness in reading and quick 
thinking. 


OF THE LINCOLN READERS 


109 


Reading Test 

At a given signal all begin to read. When selection is 
read, indicate by upraised eyes. Record time scores of pupils 
on blackboard in ascending order. Indicate the median for 
the class, also indicate the fast, slow and average readers. 
This has a salutary effect in stimulating effort. Use the 
elimination or phrase test given under Helps to Study, page 7, 
to test comprehension. Add other questions and phrases. In¬ 
dicate comprehension score in same manner as above. Help 
children to note both their reading rate and comprehension 
and to plan definitely to improve them, if below standard; let 
them do another type of work, if above standard. 

Consultative or reference reading 

Stimulate reading along correlated lines. 


THE ATHENIAN YOUTH—p. 34, Sixth Reader. 

Problem 

The ability to reproduce a story in whole or in part. 

Motivation 

See introduction in the text. Enlarge upon the discussion 
there suggested and, if possible, bring in pictures illustrating, 
the characters portrayed. 

Problem 

To gather information for the purpose of giving a talk 
about a Greek school boy of 1700 years ago. 

Procedure 

(a) Read through silently to get a general idea of the 
story. 

(b) Reread in accordance with the outline given at the 
end of the story fixing in mind the details under each heading. 

(c) Individual reports by topics orally. 


110 


A MANUAL FOR TEACHERS 


(d) Class discussion to gather further details. 

(e) Summary of principal points. 

Further assignment 

For further reading see list of “Other Selections” in text. 

SEA ANIMALS—p. 43, Sixth Reader. 

Purpose 

Ability to select facts in order. 

Motivation 

Examine pictures of sea animals in geographies, en¬ 
cyclopedias and other reference books. 

Procedure 

(a) Ask children to list such facts in order as are new 
to them as they read. 

(b) Socialize the recitation, that is, let one or more mem¬ 
bers question the class vigorously to bring out omitted details. 

(c) Sum up the new facts upon the blackboard. 

(d) Evaluate efforts. 

Further assignment 

As a geography lesson, list and locate the habitat of ani¬ 
mals mentioned in this story. 

THE STORY OF SILK—p. 49, Sixth Reader. 

Purpose 

To read rapidly—to skim. 

Procedure 

(a) Discuss the conditions of the contest. Appoint two 
members to choose sides, and three other members to act as 
judges. The latter are to check on the number of exact facts 
given by each side, and declare the winner. 

(b) Teacher, or a pupil, may read aloud from beginning 
to “Mary’s Story of Silk Production” on page 50 in order to 
give further zest to the contest. 


OF THE LINCOLN READERS 


111 


(c) At the command “Go!” the girls begin skimming 
“Mary’s Story” and the boys “Father’s Story” for facts, 
and continue until time is called. 

(d) Captains write lists of facts on blackboard as re¬ 
ported by members of their respective teams, 

(e) Judges declare the winner. 

Further assignment 

Reread the story at will to list all possible facts. Out of 
these lists, determine which team really won the contest. The 
decision may have to be reversed. 

THE FAR NORTH —p. 121, Sixth Reader. 

Purpose 

The ability to read rapidly, to comprehend easily, retain¬ 
ing at least fifty per cent of the content. 

Creating Interest 

The introductory note may be used as a “suggestor.” 
Have the pupils read silently and answer questions orally. 
Some member of the class—usually the pupil with good read¬ 
ing habits established—will volunteer to find out more about 
Stefansson, the Arctic Explorer. Another will likewise volun¬ 
teer to collect editorials of interest to the class. This attitude 
of seeking for knowledge and sharing it with classmates is 
the finest flowering of the socialized recitation, or natural 
school situation in which learning takes place. 

Eradicating Difficulties 

See Helps to Study in text and follow suggestions given. 
Emphasize word study. 

Group Discussion 

Leaders chosen by each group who give questions to test 
knowledge gained. Teacher may give a question to each 
group which leads to discussion. 


112 


A MANUAL FOR TEACHERS 


Consultative Reading 

1. Stefansson, the Arctic Explorer. 2. See text. 3. 
Rereading the selection, looking up additional references. 
Note: A single reading is not enough to clarify comprehen¬ 
sion of facts nor to guarantee their retention for any length of 
time. In the case of an editorial, one reads the opinion ex¬ 
pressed by the editor for the purpose of discussing his point 
of view with others and thus helping to form one’s own 
opinion. Opinions cannot be formed without facts to support 
them, so this is a problem to be met in reading and discussion 
for how can one form an opinion if he cannot get the facts, or, 
if getting them, fail to retain them. 

SOME PROBLEMS TO READ—p. 127, Sixth Reader. 

Purpose 

To develop the ability to locate data indicated by given 
questions. 

Reading arithmetic problems 

There is a specific need for this type of reading and rea¬ 
soning from the facts stated. This is a practice lesson. 
Others similar to this should be devised as a means of testing 
the pupils’ ability to read and reason, and to follow directions 
correctly. 

Procedure 

Silent reading and doing. Do not discuss the problems with 
the pupils until each has had a chance to interpret the first 
one for himself. This may be given as a part of a study 
lesson with the teacher or a seat assignment without the 
teacher. In either case, the teacher will use the results as a 
basis for further work of this kind, or work of increasing 
difficulty, when comparative ease in solving and following 
directions is shown. 


OF THE LINCOLN READERS 


113 


Assignment 

Assign problems from the arithmetic text in use, supple¬ 
menting the material with the same type of questions and tests 
used in this one. Also have the children prepare material 
for each other, as a means of testing their use of facts already 
given in a new situation. 


THE OYSTER INDUSTRY—p. 161, Sixth Reader. 

Purpose 

To develop the ability to read reference material for a 
specific purpose within a given time. 

Children’s aim or purpose 

To gain as many usable facts as possible from each topic 
and organize them into a reasonably good Lilliput Lecture to 
be given in an assembly of the fifth and sixth grades. 

Problem 

The problem is definitely stated in the introduction and 
should be read by the children themselves. 

Procedure 

Since there are three distinct topics the class may be divided 
into three groups, each group responsible for the topic as¬ 
signed to it. At a given signal let all begin reading, fol¬ 
lowing the directions given in the introduction. As soon as 
the reading is completed, with suggestive notes taken, the 
pupil should stand to indicate his rate of speed. If the class 
is fairly well graded, wide variance in the reading rate will 
not be in evidence. Set a time limit of two minutes on the 
first and third paragraphs, and one minute on the second. 
Indicate to the pupils that at least 50% of the content is ex¬ 
pected to be retained. Let them count the ideas presented and 
determine to give at least one-half of them. 


114 


A MANUAL FOR TEACHERS 


Oral reporting 

Use notes as a means of presenting a clear, concise, co¬ 
herent array of facts. Then ask pupils to present only those 
facts gained from the encyclopedia not found in the geog¬ 
raphy text. This calls for further discrimination and exer¬ 
cise of judgment, by retention of old facts gained and com¬ 
parison of these with the new, eliminating that which is 
already known. 

Assignment 

Similar assignments in relation to other phases of geog¬ 
raphy or history until the habit of careful rapid reading, 
with note taking, is established. Further, the habit of check¬ 
ing the ideas gained by re-reading the material and by com¬ 
parison with material gained from other sources. 

THE OLD SCOUT—p. 230, Sixth Reader. 

Teacher’s purpose 

To have the children select facts for a definite purpose or 
end in view. In this particular case, the teacher ’s purpose 
and the children’s purpose coincide. 

Securing interest 

A few days before this lesson is given provide opportunity 
for the pupils to write “Character Sketches” of a person 
chosen from the class. This sketch may be entitled “A.Boy T 
Know” or “A Playmate of Mine.” An attempt at simple 
description will prepare the children for the interpretation of 
the character sketch. A keener appreciation of detail neces¬ 
sary to portray character is gained by the preparatory work. 

Problem 

The introduction* gives two suggestions which may be of 
service in stimulating imagination and then checking the 
imaginative picture by some kind of representation, either 


OF THE LINCOLN READERS 


115 


sketching with crayon or charcoal or pencil, or using paper 
and scissors and cutting a silhouette. 

Procedure 

It will be necessary, therefore, to have careful silent read¬ 
ing, analysis of the main thoughts, organization of ideas, and 
sufficient retention to insure a clear, concise, coherent repro¬ 
duction. This silent reading and oral reproduction may 
precede the graphic presentation or it may follow. If used as 
an oral summary of essential facts, the illustration as well as 
the reading of the text would be used as a means of verifica¬ 
tion. 

The procedure may also include drill upon phrases which 
convey pictures, as, six feet in his moccasins; hands large, 
fleshless, muscular; partially covered by a bushy whisker; etc. 

Assignment 

List descriptive phrases of the individual—The Old Scout. 
List descriptive phrases of another book character or a class¬ 
mate. Read in your history text or in Lincoln Third Reader 
a description of Daniel Boone, noting whether this descrip¬ 
tion given here fits the character in any particular. 


INDEX 

Reading Abilities 

The following reading abilities, utilized in the Lincoln Readers, 
are discussed and illustrated in this manual on pages 10-24: 

I. The ability (a) to read quickly, and (b) to compre¬ 
hend easily. 

II. The ability to locate data, etc. 

III. The ability to select facts according to worth. 

IV. The ability to select facts in order. 

V. The ability to organize under essential headings— 
to outline. 

VI. The ability to reason from given data other facts and 
then prove corrections or incorrections of inference. 

VII. The ability to use dictionary. 

VIII. The ability to use references. 

IX. The ability to make a bibliography. 

X. The ability to reproduce a story in part or whole. 

XI. The ability to perform in response to directions given. 

XII. The ability to appreciate interpretations in dramatic 
action. 

XIII. The ability to memorize. 

XIV. The ability to increase vocabulary. 

XV. The ability to appreciate refinement of speech. 

XVI. The ability to appreciate a joke. 

XVII. The ability to use data given in other situations, 
for specific purposes. 

XVIII. The ability to summarize. 

XIX. The ability to create or change introduction or end¬ 
ing, to change story from prose to poetry, to drama, etc. 

XX. The ability to exercise choice, to form judgment. 

XXI. The ability to ask questions as well as to answer 
them. 

XXII. The ability to visualize and describe details. 

XXIII. The ability to gather central thoughts. 

XXIV. The ability to obtain emotional reaction. 

XXV. The ability to select facts for a definite purpose—to 
skim. 


INDEX 


OF SELECTIONS 

The contents of the Lincoln Readers are here arranged al¬ 
phabetically with citations to Reading Abilities and Type 
Lessons outlined in this Manual. The Roman numerals refer 
to the Reading Abilities listed on the opposite page; the Arabic 
numerals, to the Manual. 

THIRD READER 



Reading Abilities 

Type Lesson 

Reading Selection 

Recommended 

Illustrated 



Page 

Abraham Lincoln. 

.I 

61 

Another Garden Helper. 

.XXI 

68 

Aunt Becky’s Candy Shop. 

.XXII 

82 

Automobile Race. 

.XI 

64 

Bell Of Atri. 

.XXI, XII 

69 

Bird’s Christmas. 

.II 

67 

Both Crazy. 

.XVI, XX 

69 

Boy and His Book. 

.I 

61 

Cat, Monkey and Chestnuts. 

.VI, XVI 

77 

Christmas Among The Eskimos. 

.VI, XXII 

83 

Circus Parade. 

.XIV 

92 

Columbus and The Egg. 

.XII 

70 

County Fair. 

.V 

65 

Doll House. 

.XI 

78 

Earthworms At Work. 

.XI 

96 

Elena and Her Easter Cake. 

.XV 

87 

Excursion. 

.I, XI 

67 

Flag Lady.. 

.XVII, XII 

89 

First Thanksgiving. 

.I, XXI 

89 

Garden Helper. 

.I, XXIV 

99 

Howard’s First Map. . -. 

.XVII 

96 

How The Apple Blossoms Came Back 

.XXII 

79 

How The Little Cave Bov Was Fed. 

.XXII, XII 

94 

How To Know Cotton From Wool... . 

I, VI 

78 


























118 


A MANUAL FOR TEACHERS 


Reading Selection 

How To Know Linen From Cotton 

In The Trail Of Dirty Hands. 

Jack-O’-Lantern Quilt. 

Lamp Lady. 

Lesson On Birds. 

Life Of An Ant. 

Little Baker. 

Little Gazelle. 

Little Pedro. 

Little Wanderers. 

Little Woody Woodchuck. 

Magic Penny. 

Making A Jack-O’-Lantern. 

Mary Ellen’s Wise Purchase. 

Mr. Fly. 

Needle Ships. 

Nimbo’s Garden. 

Old Father Time. 

Old Lion. 

Old Mrs. Sippi. 

Old Pine. 

Our First Gardeners. 

Our Pilgrim Fathers. 

Pair Of Birds. 

Plucky Boy. 

Queer Dress For A Doll. 

Queer Garden Bed. 

Rabbit That Was Going To Tell. 

Rainy Day Game... 

Real Princess. 

Relay Game. 

Scalp Hunting. 

School Room Movies. 

Familiar Friends. 

Story Friends. 

Setting A Table. 

Size Of Raindrops. 

Soap-Making. 

Storing Food In Pioneer Days. 


Reading Abilities Type Lesson 


Recommended Illustrated 

Page 

.I, VI 78 

.XII 75 

.I, VI 72 

.XII, XXIII 88 

.XX 76 

.I 50 

.V, XX, XXII 62 

.I, XIV 68 

.XII, XXIV 80 

.I 50 

.XXI 77 

.XI 78 

.XI 78 

.V 89 

.X 94 

.XI 78 

.XIII 74 

.I, XIII 74 

.V 62 

.I, XXV 96 

.V, VII, XVIII 89 

.I, III 100 

.V 89 

.II, V 67 

.I, XVII 54 

.V, XXII 79 

.I, II 61 

.I 61 

.XI 79 

.XIV, VI 86 

. 64 

.XI, XVII 64 

.XI 

.XII 83 

.XII 83 

.XI 78 

.XI 70 

.II 76 

.X 83 









































INDEX 


Reading Selection Rec 

Sun Dial.I, XVII 

Teeny Tiny.XI 

Thread Game.XI 

Too Much For A Whistle.XII 

Two Brass Kettles.I, XVIII 

Two Frogs.XVI 

Two Strings To Your Bow.XX 

Uncle Sam.II 

Valentine Party.V, XXIII 

Visit To A Dairy.XIV, X: 

What The Little Men Told Ted.I, XII, ] 

Willie and The Flower Festival.II, XXI 

Yellow Corn.XXI 

FOURTH READER 
Readi] 

Reading Selection Rec 

All Satisfied. 

Americans. 

Baboushka.IX 

Beaver Patrol.I, X 

Betty Zane.VI, XXI, XIX 

Biggest Donkey.VI, XVI 

Boy Printer.V, XXI 

Boy Teacher.XXIII 

Bravery Honored By A Foe.X 

Care Of The Eyes.XI, XIII 

Christmas Candles.XI 

Circus Movies.XI, XII 

Cobweb Party.XI, XX 

Columbus.Ill 

Date Palm...XXI 

Don’t Crowd.XVI 

Do You?.XV, XIX 

Down The Mississippi.II, NX 

Drying Apples.XI 

Earning A Bicycle.I, IV, VII 

Fox and Hounds.XI 


110 

Abilities Type Lesson 

imended Illustrated 

.1, XVII 

Page 

70 

.XI 

53 

.XI 

64 

.XII 

S9 

.1, XVIII 

61 

.XVI 

83 

XX 

93 

.11, XIII 

65 

.V, XXIII 

62 

XIV, XXI, XXII 

72 

.1, XII, XVII, XX 

75 

.11, XXI 

88 

XXI 

94 

Abilities Type Lesson 

emended Illustrated 

.1 

Page 

61 

.1 

61 

.IX 

87 

i> x 

89 

VI, XXI, XIX 

94 

.VI, XVI 

93 

V, XXI 

89 

.XXIII 

88 

X 

89 

.XI, XIII 

75 

.XI 

64 

.XI, XII 

92 

XI, XX 

92 

III 

93 

XXI 

91 

XVI 

92 

XV, XIX 

74 

.11, XX 

96 

XI 

96 

.1, IV, VII 

93 

XI 

64 




































120 


A MANUAL FOR TEACHERS 


Reading Selection 


From Cowpath To Highway. 

From Forest To Lumber Yard. 

Game Board. 

George Stephenson. 

Giant Trees. 

Girl’s Own Room. 

Golden Rules Of Health . 

Good Citizens. 

Grasshopper. 

Henri’s Lump Of Coal. 

His First Book. 

Homemade Toys. 

Honest Indian. 

How Betty Made Molasses Candy. 

How Birds Protect Trees. 

How Nanabush Caught The Ducks 

How To Make A Butterfly. 

Horse’s Prayer. 

Hunting Eagles.. 

I Brush My Teeth.. . 

Indian Camp. 

In Far Away Japan . 

James Watt. 

Kites. 

Labor Day Parade. 

Learning About Water. 

Lumber Camp. 

Making Jelly. 

Making A Log Cabin. 

Marietta’s Secret. 

Molly Pitcher. 

Monarch Butterfly. 

Never Without A Book. 

Old Abe... 

Old Beekeeper. 

Old Man and His Grandson. 

On A Sheep Ranch. 

Ostrich Farm. 


Reading Abilities Type Lesson 
Recommended Illustrated 


.VII, XIV 

Page 

86 

.III, V, VIII 

98 

.XI 

64 

.VI 

93 

XXI 

94 

.XI 

64 

.XIII 

65 

.XIII, XIV 

65 

.XXV 

87 

.XXII 

79 

.VIII 

61 

XI 

64 

•I, IV 

61 

XI 

64 

.11, XX 

100 

.XII 

69 

.XI 

64 

.XXIV 

99 

.XI, XIV 

91 

.XIII 

65 

IV, XI 

93 

IX 

70 

.VII, XIII 

87 

X 

96 

.1, XI, XII 

92 

.XI 

64 

III 

93 

XI 

64 

XI 

64 

.11, VII, XIII 

87 

.1, XX 

61 

.XIV 

91 

.1 

61 

.VII, X 

96 

IX, X, XVII 

96 

.V, XXII 

62 

.V, X, XVIII 

89 

.III, XXI 

93 








































INDEX 


121 


Reading Selection 


Reading Abilities 
Recommended 


Type Lesson 
Illustrated 


Quail Family. 
School Aquarium. 


Thirteen Trees 


Trip To California. 


Visit To The Wagon Worl 


[\S 


Wampum. 


FIFTH READER 


Reading Selection 


1. II 

Page 

61 

.11, XVIII 

89 

II, V 

62 

XXV 

87 

.1 

61 

XVII 

93 

V, VI 

62 

.11, V 

91 

XIV 

91 

X 

94 

II, XVIII 

89 

I, XX 

61 

XIII, XXI 

74 

XIII, XV 

74 

XI 

64 

.1 

61 

XV 

87 

I,X 

96 

XXI 

87 

VII 

91 

IV. XVII 

88 

XIII, XV 

74 

III, X, XXIII 

96 

I 

61 

1, XX 

76 

. VI, XI, XVII 

93 

IV 

f Abilities Type Lesson 

[.mended Illustrated 

XI, XVI 

Page 

70 

XVIII 

89 

V, X, XII, XVIII 

108 

.VI 

112 

XVIII 

89 

I, II 

61 



































122 


A MANUAL FOR TEACHERS 


Reading Selection 

Baking Experience. 

Birch Tree. 

Bird Carpenters.*. 

Bird Travelers. 

Boy Guide. 

Boy With Spunk. 

Box Trap. 

Canning Factory. 

Camp Fire Blue Birds. 

Candles. 

Charcoal and Coke. 

Cherry Pickers. 

Chicken Cafeteria. 

City Of Our Hopes. 

Cranberry Marsh. 

Daniel Boone. 

Dreamer Back Of The Job. . 

Egg Trick. 

Electricity. 

Escape From A Tiger. 

Evaporation. 

Famous Names. 

Farming By Irrigation. 

Fire Dragon. 

Friend Of The Poor. 

From Darkness To Light.. . . 

Grandma’s Lesson. 

Great Inventor. 

Great Winter. 

Half Shawl. 

Handy Needle. 

Heroic Deed. 

House Hunting.. 

How No-Moon Gave Service 

How Seeds Travel. 

How To Become A Scout.. . 

Humbug. 

In The Caterpillar World.. . 
Iron A Useful Metal. 


Reading Abilities Type Lesson 


Recommended Illustrated 

Page 

.I, XXII, XX 101 

.II, IX, XVII 105 

.II, VI 112 

.II, VI, XVII 112 

.I, II 61 

.I, XIV 91 

.XI 64 

.IV, XXI 110 

.I, XVII 93 

.VI 93 

.VI, XI 64 

.I, V 62 

.XI 64 

.XIII, XIV 74 

.IV,'XIV, XVIII 102 

.Ill, VII, XIV 106 

.VII, XIII 74 

.XI 64 

.II, XXI 111 

.XXV 110 

.I, XXI 108 

.XV 102 

.II, XXI 112 

.I, XVII 107 

.II, V 62 

.VI, XX 76 

.V, XXIII 96 

.V, X 62 

.VIII, XIV 113 

.XII, XVII 108 

.XXIII 96 

.XVII, XX 76 

.XIV 106 

.XXV 110 

.Ill, XIV, XVI, XX 100 

.XIII 104 

.XV 102 

.V, XVIII 102 

.IV, VII, VIII, XXI 113 









































INDEX 


123 


Reading Selection 

Jimmie’s Problem. 

Keeping Accounts. 

Legend Of Sunflower. 

Lost Trail. 

Lawn Tennis Court. 

Little Tom. 

Magic Pearls. 

Milk Fairies.. 

Moonlight Sonata. 

My Mother Tongue. 

My Neighbor. 

Only One Mother. 

Our Bird Club. 

Phillip’s Tree. 

Pin Money. 

Portrait Of Washington . . 

Prize Loaf. 

Read and Figure. 

Rubber. 

School In The Philippines 

Shoe Box. 

Soldier’s Reprieve. 

Story Of Madian. 

Story Of Salmon. 

Story Of Steel. 

Summer Camp. 

Summer Life. 

Three Lumps Of Sugar. . . 

Tiny Giants. 

Tons and Tons. 

Toy Store. 

Trip To Washington. 

Uncle Sam. 

Waldo Warbler. 

Western Wheat Ranch. . . 
Whistles and Whirlers 

Wild Ox From Asia. 

William’s Experiments. . . 
Young Lawyer. 


Reading Abilities Type Lesson 


Recommended Illustrated 

Page 

.II, VI, XVII 112 

.VI 112 

.XVII 101 

.XIX 106 

.VI, XI 64 

.XI 108 

.......I 107 

.VIII, XVIII 102 

.XXIV 80 

.XIII, XV 74 

.Ill, XXIV 99 

.VIII, IX, XIII 102 

.XVII 113 

.X, XIX 109 

.II, VI 112 

.XIV, XXII 106 

.I 61 

.II, VI 112 

.I, XXI 61 

.I, XXI 61 

..XI 64 

.XII 108 

.V, XXIII 62 

.II, X 109 

.X 109 

.VII 106 

.XXIV, XIII 99 

.Ill, XIX 93 

.XI 64 

.II, VI 112 

.II, VI 112 

.II, XXV 114 

.X, XI, XV 109 

.I, XXII 79 

.XXIII, XVIII 102 

.XI 64 

.I, VII 61 

.XI 64 

.I, X 99 









































124 


A MANUAL FOR TEACHERS 


SIXTH READER 


Reading Selection 

Air Pressure. 

America The Beautiful 
Another United States. 

Athenian Youth. 

Battle Of The Ants. .. 
Boyhood In The South 

Boy’s Clock. 

Boy Scout Movement. , 
Buffaloes and Scouts. . 

Camp Fire Girls. 

Cod Fisheries. 

Contest For The Bugle 

Costuming. 

Crusader. 

Don Quixote. 

Eureka. 

Far North. 

Fi h Hatchery. 

First Steamboat. 

Friction. 

Fruit Is King. 

Girl Scouts Of America 

Great President. 

Hare and Hounds. 

Hares and Rabbits.... 

Honest Poverty. 

Hour On The Ice.. 

In A Chocolate Shop.., 

Inch Of Rain. 

It Couldn’t Be Done. . 

Kindly Jest. 

Land Of Gold. 

Last Lesson. 

Learning By Doing 
Lion That Twinkles 

Louis Pasteur. 

Mary Ellen’s Radio 


Reading Abilities Type Lesson 


Recommended Illustrated 

Page 

.VII 91 

.XIII 74 

.IX, III 102 

.VIII, X, XXV 109 

.XXV, X 110 

.Ill, V 62 

.V, XVI 62 

.VII, XXIV 80 

.Ill, XXV 110 

.I, XXIV 61 

.V, XXI 102 

.X, XII, XIX 108 

.XI, XVII 64 

.I, VIII, XVIII 113 

.XII, XVI 108 

.VI, XI 70 

.XVIII 111 

.XVIII, XXI 111 

.XIV 106 

.V, VI, XI 70 

.VIII, XXV 110 

.XIII 104 

.I 61 

.I, V, XXII 114 

.XXI, II 112 

.XIII 74 

.I 61 

.VIII, XVII, XII 108 

.xxv no 

.XVI, XIX 86 

.XV, XVI 102 

.X, XVII 109 

.IX, XV 87 

.VI, XX 76 

.I, IX, XIX 76 

.I, XIV 106 

.I, XXI 61 







































INDEX 


125 


Reading Abilities Type Lesson 


Reading Selection 

Recommended Illustrated 

Page 

Marco Polo. 

.X, XVIII 

109 

Mr. Crawfish. 

.Ill, XX 

108 

My Trip Up The Amazon. 

.XXV, XX 

110 

New Boy. 

.I 

61 

New Winter Sport. 

.I, XXV 

110 

Odette’s Letter. 

.XXIV 

80 

Old Scout. 

.XXV, XIV, XXI 

114 

One Dollar. 

.XV, XVI 

102 

Oy.-ter Industry. 

.VIII, XVII, XVIII 

113 

Peace Monument. 

.V, XXI, XVIII 

62 

Pet Bear. 

.IX, X, V 

109 

Perilous Coast. 

.VI, VII, XIX 

86 

Pine-tree Shillings. 

.VII, XII, XVI 

108 

Plain Buttons. 

.XII, XXIV 

80 

Post Card Projector. 

.XI 

64 

Poultry Setting Coop. 

.XI, X 

64 

Pulling The Sw T ord. 

.IX, XXI 

45 

Road That Talked. 

.XIX, XXIII 

88 

Scout Master’s Story. 

.I 

61 

Sea Animals. 

.Ill, IV, XVIII 

110 

Silver Fox. 

.II, V 

112 

Simple Airplane. 

.XI 

70 

Sinbad’s Second Voyage. 

.II, XXIII 

88 

Sixty-two Little Tadpoles. 

.II, XXI 

112 

Some Problems To Read. 

.II, VI 

112 

Spaniel. 

.V, XXIII 

62 

Stars Of The Summer Night. 

.XIII 

74 

Stories Of Early Rome. 

.XXIV 

99 

Story Of Bread. 

.I, II 

107 

Story Of Silk. 

.XXV, V 

110 

Story Of A Stone. 

...XIV, XV 

106 

Talk About Weeds. 

.XVII, XX 

76 

Thanksgiving Favors. 

.XI, XIV 

64 

Thrills Of The Show Ring. 

.II, XVIII 

89 

Trip Down A Coal Mine. 

.VI, XXI 

98 

Winter’s Song. 

.XIII 

74 

Wonders Of The Deep. 

.XIV, XXV 

110 

Young Artist. 

.XV, XXI 

106 








































THE 

LINCOLN READERS 


By 

ISOBEL DAVIDSON 

SUPERVISOR OF CITY GRADES 
DEPARTMENT OF PUBLIC INSTRUCTION 
STATE OF WISCONSIN 

and 

CHARLES J. ANDERSON 

ASSISTANT STATE SUPERINTENDENT 
DEPAR'J’MENT OF PUBLIC INSTRUCTION 
STATE OF WISCONSIN 


Third Reader, XVI, 272 pp.80c. 

Fourth Reader, XVI, 286 pp.88c. 

Fifth Reader, XVI, 320 pp.92c. 

Sixth Reader, XVI, 335 pp.92c. 

A Manual For Teachers.50c. 


Usual discount to dealers and boards of education 


LAUREL BOOK COMPANY 

Educational Publishers 

NEW YORK CHICAGO PHILADELPHIA 
































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